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Taiga Brahm
Former Member
Title
Prof. Dr.
Last Name
Brahm
First name
Taiga
43 results
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Item type:Publication, How 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:12Scopus© Citations 10 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The 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:3Scopus© Citations 47 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, On 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:43Scopus© Citations 8 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Editorial: 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 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Wissenschafts-Praxis-Kooperation in designbasierter Forschung: Im Spannungsfeld zwischen wissenschaftlicher Gültigkeit und praktischer RelevanzType:journal articleJournal:Zeitschrift für Berufs- und Wirtschaftspädagogik - Beihefte (ZBW-B)Issue:Band 27 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Nicht für alle gleich: subjektive Wahrnehmungen des Übergangs Schule - HochschuleType:journal articleJournal:Zeitschrift für HochschulentwicklungVolume:9Issue:5 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Herausforderungen der Kompetenzorientierung in der StudienprogrammentwicklungType:journal articleJournal:Zeitschrift für HochschulentwicklungVolume:8Issue:1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Ein e-Portfolio-Konzept zur Integration heterogener Lernvoraussetzungen und Studienerfahrungen in der LehrerbildungType:journal articleJournal:journal für lehrerInnenbildungVolume:13Issue:4 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Blended Professionals als Akteure einer institutionsweiten HochschulentwicklungType:journal articleJournal:Zeitschrift für HochschulentwicklungVolume:5Issue:4 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Development and validation of the Reflection in Business Education Questionnaire (RIBEQ)(2017-08-30); ; ; Student reflection is considered both a crucial feature of high-quality learning as well as an important objective in Higher Education. Despite its apparent relevance for educational practice, most of the research on reflection remains at a conceptual level (Boud & Walker, 1998; Mann, Gordon & MacLeod, 2007), whilst empirical research mainly focuses on measuring students’ reflection levels. Regarding the effectiveness of specific interventions (e.g. portfolios) to develop reflective skills, there is little empirical evidence going beyond case studies and qualitative accounts. Thus, the purpose of this research was to develop and validate an instrument for measuring student reflection in Higher Education in general and business schools in particular. The questionnaire is designed to measure students’ reflection in three dimensions: students’ reflection levels, their attitudes towards reflection, and supporting and hindering factors influencing students’ reflection processes. A pre-test was conducted at two different universities in Switzerland and Germany to validate the Reflection in Business Education Questionnaire (RIBEQ). In total, 64 students filled in the survey. Exploratory factor analyses and reliability tests showed satisfactory psychometric qualities of the RIBEQ. This study can support further research on student reflection and its development. Also, the questionnaire can be used as a diagnostic instrument for business schools to trace students’ development over time. From a practical point of view, it can also be applied to identify supporting and hindering factors at a particular higher education institution in order to develop practical interventions targeting these factors.Type:conference paper