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Tobias Johannes Jenert
Former Member
Title
Prof. Dr.
Last Name
Jenert
First name
Tobias Johannes
Phone
+41 71 224 7591
Now showing
1 - 10 of 103
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PublicationMit dem SREL-Training unternehmerische Selbstkompetenzen entwickeln(ÖBV Pädagogischer Verlag, 2022)
;Büker, Ronja ;Bellwald, NoahWinkler, ChristophType: journal articleJournal: Erziehung und Unterricht : österreichische pädagogische ZeitschriftVolume: 172Issue: 5/6 -
PublicationFrom entrepreneurial experience to expertise: A self-regulated learning perspectiveEntrepreneurial experience alone may not necessarily guarantee venture success. Some entrepreneurs develop into experts through learning from their experiences, whereas others fail to do so. To explain the missing link between experience and expertise, we introduce a social-cognitive model of self-regulated entrepreneurial learning (SREL) to demonstrate how entrepreneurial expertise can be systematically developed to increase the probability of entrepreneurial success. We identify key self-regulatory learning processes essential to entrepreneurial learning by developing propositions and related practice-oriented applications of the SREL model for entrepreneurs.Type: journal articleJournal: Journal of Small Business Management
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PublicationTransfer und Kooperation im regionalen Kontext.( 2020)
;Sloane, P.F.E.Type: journal articleJournal: Berufsbildung in Wissenschaft und PraxisVolume: 4 -
PublicationExperiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning ProcessesResearch on entrepreneurial learning highlights the importance of experience and prior knowledge to entrepreneurial success. However, a conundrum remains and we are still seeking answers as to why some novice entrepreneurs learn successfully from their experiences and succeed, while some experienced entrepreneurs fail with their ventures. In order to advance the discussion about the role of experience during entrepreneurial learning, our critical reflection aims to (1) highlight some of the shortcomings of experiential learning theory (ELT) and (2) illustrate how alternative theoretical perspectives have the potential to advance our conceptual understanding of entrepreneurial learning processes. We argue for an explanation of entrepreneurial learning as a dynamic and self-regulated process that relies on planning, monitoring, and self-reflection.Type: journal articleJournal: Entrepreneurship research journal : ERJVolume: 8Issue: 2
Scopus© Citations 24 -
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 8 -
PublicationThe crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School(Springer Science + Business Media B.V., 2016-03)In Switzerland, every student graduating from grammar school can begin to study at a university. This leads to high dropout rates. Although students’ motivation is considered a strong predictor of performance, the development of motivation during students’ transition from high school to university has rarely been investigated. Additionally, little is known about the relation of motivational aspects with other influences on study performance. The present longitudinal study addresses this research gap and examines the development of economics and management students’ study motivation. It encompasses four waves of data collected throughout the first year, using quantitative online surveys. In total, the sample consists of 820 students. Data is analysed using latent change modelling. Results indicate that students start at a higher level of intrinsic motivation compared to extrinsic motivation. The variability of the starting value of the two constructs is also differing. The analysis also shows a gradual decline in students’ motivation. Above all, the transition from secondary to higher education seems to be a driver for this decline.Type: journal articleJournal: Higher EducationVolume: 73Issue: 3
Scopus© Citations 40 -
PublicationOn the assessment of attitudes towards studying -Development and validation of a questionnaireThis research aims to develop and validate an instrument for the assessment of attitudes towards two particular objects: the Higher Education Institution (HEI) and the process of studying. Investigating attitudes towards studying at a HEI in a comprehensive way addresses an important research gap. It connects students' perception of the institution with teaching and learning. To validate the Assessment of Students' Attitudes towards Studying (ASAtS) Questionnaire, data was gathered at three different universities in Switzerland (820 students), Sweden (167) and Germany (133). Overall, the results show the internal consistency of the ASAtS. Its nomological validity is also supported by correlations with other constructs, such as intrinsic motivation and study performance. The ASAtS contributes to the theory on students learning by broadening the scope of research beyond learning in a narrow sense. From a practical point of view, it provides a tool for HE management to monitor students' perception of their HEI.Type: journal articleJournal: Learning and individual differences : journal of psychology and educationVolume: 43
Scopus© Citations 6 -
PublicationEditorial: Enculturation and development of beginning studentsIn many respects, the first semesters of studying are decisive for students’ further academic development (GALE & PARKER, 2012). The experiences of profession-als providing guidance and counselling for incoming students show the practical relevance of students’ successful transition for universities. Furthermore, a consid-erable body of research approaching the topic from various angles emphasizes the importance of students’ first encounter with Higher Education.Type: journal articleJournal: Zeitschrift für Hochschulentwicklung : ZFHEVolume: 10Issue: 4
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PublicationType: journal articleJournal: Zeitschrift für Berufs- und Wirtschaftspädagogik - Beihefte (ZBW-B)Issue: Band 27
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PublicationType: journal articleJournal: Zeitschrift für HochschulentwicklungVolume: 9Issue: 5