Research and development projects of the professorship for business education, especially university didactics and development

Business education is ideally suited to comprehensively examine learning and teaching at universities: On the one hand, it addresses the micro-level of teaching and learning processes with the pedagogical-didactic perspective. On the other hand, models of curriculum research help to understand and design the meso-level of higher education, e.g. study programmes and modules. Finally, concepts of organisational theory make it possible to take a differentiated look at the framework conditions of educational processes at universities. In addition to the institutional characteristics of higher education institutions, this naturally also includes the connection systems and the transitions into and out of higher education institutions.


The digital transformation is changing professions at a pace that poses major challenges for vocational schools - and consequently for vocational teacher education. The project 'DiPoLe' does not consider digital transformation as a primarily technological challenge; rather, it understands digital transformation as a profound economic-social change that fundamentally questions the processes of vocational education, the professional attitude of vocational teachers, and the way we do teacher education.



Networking on the topic: design-based research as a methodological framework in educational research.


Below is a list of various research projects in which our professorship is involved:

The transition to college creates additional challenges for first-year students in the face of the Corona pandemic. In this context, self-efficacy can be an important personal resource to cope with study stress. As part of the peer mentoring program in WiSe20/21, an intervention study will be conducted to examine the effects of a treatment to promote self-efficacy.


Students studying to become teachers gain their first practical teaching experience late in their studies, and they do not sufficiently reflect their own subjective ideas of "economy". In order to address these challenges, the teaching innovation will record student teaching simulations on video and post-process them using a social annotation tool.

Entrepreneurs - especially in the start-up phase - often face the challenge of acting under high uncertainty and on the basis of incomplete information. The research is increasingly interested in the question of which psychological characteristics help entrepreneurs to cope with such uncertainties.


The "Corona semesters" have highlighted various opportunities and challenges with regard to digital learning. For example, inequalities in students' dispositions to learning, especially regarding self-directed learning skills have increased. Furthermore, the functions of assessments that could support these skills have not been fully exhausted. Through "DigiSelF", comprehensive forms of digital assessment as well as digital tools to promote self-directed learning are to be developed and a sustainable interdisciplinary network for transfer is to be established.



The summer school was developed by Prof. Dr. Tobias Jenert in cooperation with Prof. Dr. Ingrid Scharlau and Prof. Dr. Carla Bohndick (University of Hamburg). The concept of an international and interdisciplinary summer school convinced the Volkswagen Foundation, so that it was possible for the participants to cover the costs. The Summer School succeeded in attracting not only around 30 doctoral students but also numerous renowned researchers who provided valuable input in the form of keynote lectures, methodological workshops, writing workshops and peer feedback sessions.

Emotions and dealing with emotions are of high relevance especially for prospective teachers, as the preparatory service is a phase that is strongly charged with emotions. A lack of competence in dealing with emotions can therefore have negative consequences. The research project "EmELeVo" investigates the emotional experience of trainee teachers at a direct moment of emotional experience in a real situation and aims to develop a preventive and accompanying concept to promote emotion regulation.



Dual study programs are considered attractive in particular because of their claim to integrate vocational and academic education. However, a high-quality curricular integration is a significant challenge for the actors involved. The dissertation project investigates the curricular and structural integration of training-integrated study programs in business and engineering and aims to develop didactic design principles for the interlinking of these hybrid educational offerings.

In this project, we use different methods to investigate networks of people who drive teaching innovation at universities and act as potential change agents. On the one hand, the aim is to analyse network structures in order to identify significant subgroups. On the other hand, it is possible to characterise central actors in the network in more detail and to describe characteristics of ideal-typical networkers.