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Patrizia Kühner
Former Member
Last Name
Kühner
First name
Patrizia
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+41 71 224 2181
Now showing
1 - 10 of 19
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PublicationType: journal articleJournal: Zeitschrift für Berufs- und WirtschaftspädagogikIssue: 114 (3)
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PublicationProblem-Based Assignments as a Trigger for Developing Ethical and Reflective CompetenciesThe following research question serves as the starting point of this research and development project: How, in the context of a didactic design, can problem-based assignments trigger learning activities for the development of ethical and reflective competencies in students in economics courses? This paper focuses on the design of problem-based assignments as a trigger for purposeful learning activities, and, based on the literature, summarizes the principles of problem-based assignment design. A case study on the “city economics” topic outlines the implementation of these principles in a specific economics class context. In the context of a design-based research approach, the development and testing of the design are linked to the creation of design principles comprising many situations. In conclusion, the paper presents its preliminary research results.Type: journal articleJournal: Interdisciplinary Journal of Problem-Based Learning : IJPBLVolume: 11Issue: 2
Scopus© Citations 4 -
PublicationHow do they find their place? A typology of students' enculturation during the first year at a business schoolStudents' experiences of their first year of studying are of prime importance for their further development in Higher Education (HE). Consequently, the first year and the related phenomena of student performance, retention, and dropout have been extensively studied. Research shows that during the first year, the individual student's ability or failure to adapt to the new socio-cultural environment influences his/her academic success. Yet, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. Applying a socio-cultural approach, our qualitative interview study followed 14 university students through their first year, investigating why some students experience an easier transition into HE compared to others. Our research results in a typology of four transition types characterized by their orientation towards the socio-cultural context of studying.Type: journal articleJournal: Learning, culture and social interactionVolume: 12
Scopus© Citations 7 -
PublicationType: conference paper
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PublicationFaculty motivation as a key to integrating sustainable development into teaching and learning( 2016-07-13)
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PublicationA typology of students’ enculturation during the first year at University( 2016-07-13)
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PublicationHow to motivate faculty to engage in teaching for sustainability?( 2015-03-18)
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PublicationType: conference contribution
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PublicationType: conference contribution
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