메뉴 건너뛰기




Volumn 18, Issue 4, 2015, Pages 713-736

What affects the teaching style of German professors? Evidence from two nationwide surveys;Was beeinflusst den Lehrstil von deutschen Professorinnen und Professoren? Ergebnisse zweier bundesweiter Befragungen

Author keywords

Governance; Nationwide survey; Selective incentives; Teaching approaches

Indexed keywords


EID: 84945975394     PISSN: 1434663X     EISSN: 18625215     Source Type: Journal    
DOI: 10.1007/s11618-015-0628-4     Document Type: Article
Times cited : (13)

References (58)
  • 1
    • 39449117709 scopus 로고    scopus 로고
    • Mapping academic resistance in the managerial university
    • Anderson, G. (2008). Mapping academic resistance in the managerial university. Organization, 15(2), 251–270.
    • (2008) Organization , vol.15 , Issue.2 , pp. 251-270
    • Anderson, G.1
  • 2
    • 0002982288 scopus 로고
    • The economics of agency
    • Pratt J. W., Zeckhauser R., Arrow K. J., (eds), Harvard Business Press, Boston
    • Arrow, K. J. (1985). The economics of agency. In J. W. Pratt, R. Zeckhauser, & K. J. Arrow (Eds.), Principals and agents: The structure of business (pp. 37–51). Boston: Harvard Business Press.
    • (1985) Principals and agents: The structure of business , pp. 37-51
    • Arrow, K.J.1
  • 6
    • 0015782295 scopus 로고
    • The characteristics of subject matter in different academic areas
    • Biglan, A. (1973a). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195.
    • (1973) Journal of Applied Psychology , vol.57 , Issue.3 , pp. 195
    • Biglan, A.1
  • 7
    • 0015786037 scopus 로고
    • Relationships between subject matter characteristics and the structure and output of university departments
    • Biglan, A. (1973b). Relationships between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychology, 57(3), 204–213.
    • (1973) Journal of Applied Psychology , vol.57 , Issue.3 , pp. 204-213
    • Biglan, A.1
  • 8
    • 84856462673 scopus 로고    scopus 로고
    • Zum Zusammenhang zwischen Lehr-Orientierung und Lehr-Gestaltung von Hochschuldozierenden und subjektivem Kompetenzzuwachs bei Studierenden (The relationship between teaching-orientation and teaching design of university lecturers and a subjective increase in competence among students)
    • Meyer M. A., Prenzel M., Hellekamps S., (eds), Springer VS, Wiesbaden
    • Braun, E., & Hannover, B. (2009). Zum Zusammenhang zwischen Lehr-Orientierung und Lehr-Gestaltung von Hochschuldozierenden und subjektivem Kompetenzzuwachs bei Studierenden (The relationship between teaching-orientation and teaching design of university lecturers and a subjective increase in competence among students). In M. A. Meyer, M. Prenzel, & S. Hellekamps (Eds.), Perspektiven der Didaktik (Didactic perspectives) (pp. 277–291). Wiesbaden: Springer VS.
    • (2009) Perspektiven der Didaktik (Didactic perspectives) , pp. 277-291
    • Braun, E.1    Hannover, B.2
  • 9
    • 73849090547 scopus 로고    scopus 로고
    • Academic course evaluation. Theoretical and empirical distinctions between self-rated gain in competences and satisfaction with teaching behavior
    • Braun, E., & Leidner, B. (2009). Academic course evaluation. Theoretical and empirical distinctions between self-rated gain in competences and satisfaction with teaching behavior. European Psychologist, 14(4), 297–306.
    • (2009) European Psychologist , vol.14 , Issue.4 , pp. 297-306
    • Braun, E.1    Leidner, B.2
  • 10
    • 0001336426 scopus 로고
    • Agency theory: An assessment and review
    • Eisenhardt, K. (1989). Agency theory: An assessment and review. Academy of Management Review, 14(1), 57–74.
    • (1989) Academy of Management Review , vol.14 , Issue.1 , pp. 57-74
    • Eisenhardt, K.1
  • 11
    • 84945947307 scopus 로고    scopus 로고
    • Federal Statistical Office (2012). Nichtmonetäre Hochschulstatistische Kennzahlen 1980–2012 (Non-monetary statistical key figures in higher education 1980–2012). Accessed: 30 March 2014
    • Federal Statistical Office (2012). Nichtmonetäre Hochschulstatistische Kennzahlen 1980–2012 (Non-monetary statistical key figures in higher education 1980–2012). https://www.destatis.de/DE/Publikationen/Thematisch/BildungForschungKultur/Hochschulen/KennzahlenNichtmonetaer2110431127004.pdf?__blob=publicationFile. Accessed: 30 March 2014.
  • 12
    • 0004101036 scopus 로고    scopus 로고
    • Edward Elgar Publishing, Cheltenham
    • Frey, B. S. (1997). Not just for the money. Cheltenham: Edward Elgar Publishing.
    • (1997) Not just for the money
    • Frey, B.S.1
  • 13
    • 84945956045 scopus 로고    scopus 로고
    • Academics appreciate awards: a new aspect of incentives in research (No. 2531)
    • Frey, B. S., & Neckermann, S. (2008). Academics appreciate awards: a new aspect of incentives in research (No. 2531). CESifo working paper.
    • (2008) CESifo working paper
    • Frey, B.S.1    Neckermann, S.2
  • 14
    • 77952319326 scopus 로고    scopus 로고
    • Governing knowledge work: Transactional and transformational solutions
    • Frost, J., Osterloh, M., & Weibel, A. (2010). Governing knowledge work: Transactional and transformational solutions. Organizational Dynamics, 39(2), 126–136.
    • (2010) Organizational Dynamics , vol.39 , Issue.2 , pp. 126-136
    • Frost, J.1    Osterloh, M.2    Weibel, A.3
  • 15
    • 22144483137 scopus 로고    scopus 로고
    • The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students
    • Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100.
    • (2004) Active Learning in Higher Education , vol.5 , Issue.1 , pp. 87-100
    • Gibbs, G.1    Coffey, M.2
  • 16
    • 78751614150 scopus 로고    scopus 로고
    • Extending research on ‘conceptions of teaching’: Commonalities and differences in recent investigations
    • González, C. (2011). Extending research on ‘conceptions of teaching’: Commonalities and differences in recent investigations. Teaching in Higher Education, 16(1), 65–80.
    • (2011) Teaching in Higher Education , vol.16 , Issue.1 , pp. 65-80
    • González, C.1
  • 17
    • 84945896239 scopus 로고    scopus 로고
    • Formelgebundene Mittelvergabe und Zielvereinbarungen als Instrumente der Budgetierung an deutschen Universitäten: Ergebnisse einer bundesweiten Befragung (Formula-based funding budgets and target agreements as instruments of budgeting at German universities. Results from a nationwide survey)
    • Hannover: HIS
    • Jaeger, M., Leszczensky, M., Orr, D., & Schwarzenberger, A. (2005). Formelgebundene Mittelvergabe und Zielvereinbarungen als Instrumente der Budgetierung an deutschen Universitäten: Ergebnisse einer bundesweiten Befragung (Formula-based funding budgets and target agreements as instruments of budgeting at German universities. Results from a nationwide survey). (HIS-Kurzinformation A13/2005). Hannover: HIS.
    • (2005) (HIS-Kurzinformation A13/2005)
    • Jaeger, M.1    Leszczensky, M.2    Orr, D.3    Schwarzenberger, A.4
  • 18
    • 84864336268 scopus 로고    scopus 로고
    • Professionalisierung von Hochschullehrenden. Lehrbezogene Vorstellungen, Wissensanwendung und Identitätsentwicklung in einem videobasierten Qualifikationsprogramm (Professionalization of university teachers—Teaching approaches, professional vision, and teacher identity in video-based training)
    • Johannes, C., & Seidel, T. (2012). Professionalisierung von Hochschullehrenden. Lehrbezogene Vorstellungen, Wissensanwendung und Identitätsentwicklung in einem videobasierten Qualifikationsprogramm (Professionalization of university teachers—Teaching approaches, professional vision, and teacher identity in video-based training). Zeitschrift für Erziehungswissenschaft, 15(2), 233–251.
    • (2012) Zeitschrift für Erziehungswissenschaft , vol.15 , Issue.2 , pp. 233-251
    • Johannes, C.1    Seidel, T.2
  • 19
    • 3142695559 scopus 로고    scopus 로고
    • Lecturers’ approaches to teaching and their relationship to conceptions of good teaching
    • Hativa N., Goodyear P., (eds), Kluwer, Dordrecht
    • Kember, D., & K. Kwan (2002). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. In N. Hativa & P. Goodyear (Eds.), Teacher thinking, beliefs and knowledge in higher education (pp. 219–240). Dordrecht: Kluwer.
    • (2002) Teacher thinking, beliefs and knowledge in higher education , pp. 219-240
    • Kember, D.1    Kwan, K.2
  • 20
    • 0003119036 scopus 로고
    • Learning styles and disciplinary differences
    • Chickering A. W., (ed), Jossey-Bass, San Francisco
    • Kolb, D. A. (1981). Learning styles and disciplinary differences. In A. W. Chickering (Ed.), The modern American college (pp. 232–255). San Francisco: Jossey-Bass
    • (1981) The modern American college , pp. 232-255
    • Kolb, D.A.1
  • 21
    • 1542710569 scopus 로고    scopus 로고
    • Social dilemmas: The anatomy of cooperation
    • Kollock, P. (1998). Social dilemmas: The anatomy of cooperation. Annual Review Sociology, 24(8), 183–214.
    • (1998) Annual Review Sociology , vol.24 , Issue.8 , pp. 183-214
    • Kollock, P.1
  • 22
    • 84945920887 scopus 로고    scopus 로고
    • Steuerung durch LOM? Eine Analyse zur leistungsorientierten Mittelvergabe an Medizin-Fakultäten in Deutschland (Steering through performance orientated funding allocation (LOM)? An analysis of performance-related budgeting at German medical faculties)
    • Wilkesmann U., Schmid C. J., (eds), Springer VS, Wiesbaden
    • Krempkow, R., Landrock, U., & Schulz, P. (2012). Steuerung durch LOM? Eine Analyse zur leistungsorientierten Mittelvergabe an Medizin-Fakultäten in Deutschland (Steering through performance orientated funding allocation (LOM)? An analysis of performance-related budgeting at German medical faculties). In U. Wilkesmann & C. J. Schmid (Eds.), Hochschule als Organisation (University as Organization) (pp. 245–260). Wiesbaden: Springer VS.
    • (2012) Hochschule als Organisation (University as Organization) , pp. 245-260
    • Krempkow, R.1    Landrock, U.2    Schulz, P.3
  • 23
    • 84945901548 scopus 로고    scopus 로고
    • Teaching nine to five: A study of the teaching styles of male and female professors. A paper presented at the Women in Educational Leadership Annual Conference, Lincoln, Nebraska
    • Lacey, C., & Saleh, A. (1998). Teaching nine to five: A study of the teaching styles of male and female professors. A paper presented at the Women in Educational Leadership Annual Conference, Lincoln, Nebraska, October 11–12.
    • (1998) October , pp. 11-12
    • Lacey, C.1    Saleh, A.2
  • 24
    • 0002042769 scopus 로고
    • The move towards transformational leadership
    • Leithwood, K. A. (1992). The move towards transformational leadership. Educational Leadership, 49(5), 8–12.
    • (1992) Educational Leadership , vol.49 , Issue.5 , pp. 8-12
    • Leithwood, K.A.1
  • 25
    • 38349154625 scopus 로고    scopus 로고
    • Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate
    • Leroy, N., Bressoux, P., Sarrazin, P., & Troulloud, D. (2007). Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European Journal of Psychology of Education, 22(4), 529–545.
    • (2007) European Journal of Psychology of Education , vol.22 , Issue.4 , pp. 529-545
    • Leroy, N.1    Bressoux, P.2    Sarrazin, P.3    Troulloud, D.4
  • 26
    • 33646511133 scopus 로고    scopus 로고
    • How approaches to teaching are affected by discipline and teaching context
    • Lindblom-Ylänne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285–298.
    • (2006) Studies in Higher Education , vol.31 , Issue.3 , pp. 285-298
    • Lindblom-Ylänne, S.1    Trigwell, K.2    Nevgi, A.3    Ashwin, P.4
  • 27
    • 84945962283 scopus 로고    scopus 로고
    • Wird fachspezifisch unterschiedlich gelehrt? (Are there subject-specific differences in teaching?)
    • Lübeck, D. (2010). Wird fachspezifisch unterschiedlich gelehrt? (Are there subject-specific differences in teaching?). Zeitschrift für Hochschulentwicklung, 5(2), 7–24.
    • (2010) Zeitschrift für Hochschulentwicklung , vol.5 , Issue.2 , pp. 7-24
    • Lübeck, D.1
  • 28
    • 34247210179 scopus 로고    scopus 로고
    • Characterizing engineering faculty’s teaching approaches
    • McKenna, A. F., & Yalvac, B. (2007). Characterizing engineering faculty’s teaching approaches. Teaching in Higher Education, 12(3), 405–418.
    • (2007) Teaching in Higher Education , vol.12 , Issue.3 , pp. 405-418
    • McKenna, A.F.1    Yalvac, B.2
  • 29
    • 84864359106 scopus 로고    scopus 로고
    • Hochschuldidaktische Forschung zur Lehrqualität und Lernwirksamkeit. Ein Rückblick, Überblick und Ausblick (Didactic research on teaching quality and teaching efficiency in higher education. Retrospective, insights and outlook)
    • Metz-Göckel, S., Kamphans, M., & Scholkmann, A. (2012). Hochschuldidaktische Forschung zur Lehrqualität und Lernwirksamkeit. Ein Rückblick, Überblick und Ausblick (Didactic research on teaching quality and teaching efficiency in higher education. Retrospective, insights and outlook). Zeitschrift für Erziehungswissenschaft, 15(2), 213–232.
    • (2012) Zeitschrift für Erziehungswissenschaft , vol.15 , Issue.2 , pp. 213-232
    • Metz-Göckel, S.1    Kamphans, M.2    Scholkmann, A.3
  • 30
    • 22144448578 scopus 로고    scopus 로고
    • The political evolution of principal-agent models
    • Miller, G. J. (2005). The political evolution of principal-agent models. Annual Review of Political Science, 8, 203–225.
    • (2005) Annual Review of Political Science , vol.8 , pp. 203-225
    • Miller, G.J.1
  • 32
    • 0036792559 scopus 로고    scopus 로고
    • Teaching and learning in their disciplinary context: A conceptual analysis
    • Neumann, R., Parry, S., & Becher, T. (2002). Teaching and learning in their disciplinary context: A conceptual analysis. Studies in Higher Education, 27(4), 405–417.
    • (2002) Studies in Higher Education , vol.27 , Issue.4 , pp. 405-417
    • Neumann, R.1    Parry, S.2    Becher, T.3
  • 33
    • 38849140412 scopus 로고    scopus 로고
    • The effect of discipline on motivational and self-efficacy beliefs and on approaches to teaching of Finnish and English university teachers. A paper presented at the EARLI SIG Higher Education Conference
    • Nevgi, A., Postareff, L., & Lindblom-Ylänne, S. (2004). The effect of discipline on motivational and self-efficacy beliefs and on approaches to teaching of Finnish and English university teachers. A paper presented at the EARLI SIG Higher Education Conference, June 18–21.
    • (2004) June , pp. 18-21
    • Nevgi, A.1    Postareff, L.2    Lindblom-Ylänne, S.3
  • 34
    • 84864331335 scopus 로고    scopus 로고
    • Was Hochschuldozierende aus Lehrevaluations-Rückmeldungen lernen können. Der differenzielle Einfluss prozess- versus ergebnisorientierten Feedbacks auf Lehrorientierungen (What university lecturers can learn from evaluation feedback—The differential impact of process- versus outcome-oriented feedback on teaching orientations)
    • Nowakowski, A., Vervecken, D., Braun, E., & Hannover, B. (2012). Was Hochschuldozierende aus Lehrevaluations-Rückmeldungen lernen können. Der differenzielle Einfluss prozess- versus ergebnisorientierten Feedbacks auf Lehrorientierungen (What university lecturers can learn from evaluation feedback—The differential impact of process- versus outcome-oriented feedback on teaching orientations). Zeitschrift für Erziehungswissenschaft, 15(2), 253–271.
    • (2012) Zeitschrift für Erziehungswissenschaft , vol.15 , Issue.2 , pp. 253-271
    • Nowakowski, A.1    Vervecken, D.2    Braun, E.3    Hannover, B.4
  • 35
    • 70149088466 scopus 로고    scopus 로고
    • Administrative pressures and teachers’ interpersonal behaviour in the classroom
    • Pelletier, L. G., & Sharp, E.C. (2009). Administrative pressures and teachers’ interpersonal behaviour in the classroom. Theory and Research in Education, 7(2), 174–183.
    • (2009) Theory and Research in Education , vol.7 , Issue.2 , pp. 174-183
    • Pelletier, L.G.1    Sharp, E.C.2
  • 36
    • 0036591718 scopus 로고    scopus 로고
    • Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors
    • Pelletier, L. G., Seguin-Lévesqui, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186–196.
    • (2002) Journal of Educational Psychology , vol.94 , Issue.1 , pp. 186-196
    • Pelletier, L.G.1    Seguin-Lévesqui, C.2    Legault, L.3
  • 39
    • 33745650074 scopus 로고    scopus 로고
    • Confirmatory factor analysis of the approaches to teaching inventory
    • Prosser, M., & K. Trigwell (2006). Confirmatory factor analysis of the approaches to teaching inventory. British Journal of Educational Psychology, 76(2), 405–419.
    • (2006) British Journal of Educational Psychology , vol.76 , Issue.2 , pp. 405-419
    • Prosser, M.1    Trigwell, K.2
  • 40
    • 34047159911 scopus 로고    scopus 로고
    • University teachers’ experience of academic leadership and their approaches to teaching
    • Ramsden, P., Prosser, M., Trigwell, K., & Martin, E. (2007). University teachers’ experience of academic leadership and their approaches to teaching. Learning and Instruction, 17(2), 140–155.
    • (2007) Learning and Instruction , vol.17 , Issue.2 , pp. 140-155
    • Ramsden, P.1    Prosser, M.2    Trigwell, K.3    Martin, E.4
  • 41
    • 38049016872 scopus 로고    scopus 로고
    • Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning
    • Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761–774.
    • (2007) Journal of Educational Psychology , vol.99 , Issue.4 , pp. 761-774
    • Roth, G.1    Assor, A.2    Kanat-Maymon, Y.3    Kaplan, H.4
  • 42
    • 85043751872 scopus 로고    scopus 로고
    • Self-determination Theory and the Facilitation of Intrinsic Motivation, Social Development and Well-being
    • Ryan, R. M., & Deci, E. L. (2000). Self-determination Theory and the Facilitation of Intrinsic Motivation, Social Development and Well-being. American Psychologist, 55(1), 68–78.
    • (2000) American Psychologist , vol.55 , Issue.1 , pp. 68-78
    • Ryan, R.M.1    Deci, E.L.2
  • 43
    • 84945981004 scopus 로고    scopus 로고
    • Sanchez, J. (2012). Motivational triggers of faculty members: The process of teaching practice transformation. University of New Mexico. Accessed: 14 Jan. 2014
    • Sanchez, J. (2012). Motivational triggers of faculty members: The process of teaching practice transformation. University of New Mexico. http://hdl.handle.net/1928/17500. Accessed: 14 Jan. 2014.
  • 44
    • 0030499660 scopus 로고    scopus 로고
    • Uses and abuses of coefficient alpha
    • Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8(4), 350–353.
    • (1996) Psychological Assessment , vol.8 , Issue.4 , pp. 350-353
    • Schmitt, N.1
  • 46
    • 67650594945 scopus 로고    scopus 로고
    • Managerialism, organizational commitment, and quality of job performances among European university employees
    • Smeenk, S., Teelken, C., Eisinga, R., & Doorewaard, H. (2009). Managerialism, organizational commitment, and quality of job performances among European university employees. Research in Higher Education, 50(6), 589–607.
    • (2009) Research in Higher Education , vol.50 , Issue.6 , pp. 589-607
    • Smeenk, S.1    Teelken, C.2    Eisinga, R.3    Doorewaard, H.4
  • 47
    • 38849164806 scopus 로고    scopus 로고
    • Student-focused approaches to teaching in relation to context and teaching characteristics
    • Stes, A., Gijbels, D., & Van Petegem, P. (2008). Student-focused approaches to teaching in relation to context and teaching characteristics. Higher Education, 55(3), 255–267.
    • (2008) Higher Education , vol.55 , Issue.3 , pp. 255-267
    • Stes, A.1    Gijbels, D.2    Van Petegem, P.3
  • 48
    • 21344437482 scopus 로고    scopus 로고
    • Congruence between intention and strategy in university science teachers’ approach to teaching
    • Trigwell, K., & Prosser, M. (1996). Congruence between intention and strategy in university science teachers’ approach to teaching. Higher Education, 32(1), 5–84.
    • (1996) Higher Education , vol.32 , Issue.1 , pp. 5-84
    • Trigwell, K.1    Prosser, M.2
  • 49
    • 22144464783 scopus 로고    scopus 로고
    • Development and use of the approaches to teaching inventory
    • Trigwell, K., & Prosser, M. (2004). Development and use of the approaches to teaching inventory. Educational Psychology Review, 16(4), 409–424.
    • (2004) Educational Psychology Review , vol.16 , Issue.4 , pp. 409-424
    • Trigwell, K.1    Prosser, M.2
  • 50
    • 22444454190 scopus 로고    scopus 로고
    • Relations between teachers’ approaches to teaching and students’ approaches to learning
    • Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 73–83.
    • (1999) Higher Education , vol.37 , Issue.1 , pp. 73-83
    • Trigwell, K.1    Prosser, M.2    Waterhouse, F.3
  • 51
    • 84888266499 scopus 로고    scopus 로고
    • Exploring the conditions for academic teachers’ informal collegial learning about teaching. A social network approach
    • Vogel, M. P. (2009). Exploring the conditions for academic teachers’ informal collegial learning about teaching. A social network approach. Educate, 9(2), 18–36.
    • (2009) Educate , vol.9 , Issue.2 , pp. 18-36
    • Vogel, M.P.1
  • 53
    • 84885185855 scopus 로고    scopus 로고
    • Effects of transactional and transformational governance on academic teaching—Empirical evidence from two types of higher education institutions
    • Wilkesmann, U. (2013). Effects of transactional and transformational governance on academic teaching—Empirical evidence from two types of higher education institutions. Tertiary Education and Management, 19(4), 281–300.
    • (2013) Tertiary Education and Management , vol.19 , Issue.4 , pp. 281-300
    • Wilkesmann, U.1
  • 54
    • 81255159813 scopus 로고    scopus 로고
    • Ist der Lehrpreis ein Leistungsanreiz für die Lehre? (What can teaching awards really achieve in regards to teaching performance?)
    • Tremp P., (ed), Waxmann, Münster
    • Wilkesmann, U., & Schmid, C. J. (2010). Ist der Lehrpreis ein Leistungsanreiz für die Lehre? (What can teaching awards really achieve in regards to teaching performance?). In P. Tremp (Ed.), ‚Ausgezeichnete Lehre!’ Lehrpreise an Hochschulen (Teaching Awards at Universities) (pp. 39–55). Münster: Waxmann.
    • (2010) ‚Ausgezeichnete Lehre!’ Lehrpreise an Hochschulen (Teaching Awards at Universities) , pp. 39-55
    • Wilkesmann, U.1    Schmid, C.J.2
  • 55
    • 84856478655 scopus 로고    scopus 로고
    • Lehren lohnt sich (nicht)?—Ergebnisse einer deutschlandweiten Erhebung zu den Auswirkungen leistungsorientierter Steuerung auf die universitäre Lehrtätigkeit (Does teaching pay off (or not)?—Findings from a Germany-wide survey examining the impact of performance-related steering on university teaching activities)
    • Wilkesmann, U., & Schmid, C. J. (2011). Lehren lohnt sich (nicht)?—Ergebnisse einer deutschlandweiten Erhebung zu den Auswirkungen leistungsorientierter Steuerung auf die universitäre Lehrtätigkeit (Does teaching pay off (or not)?—Findings from a Germany-wide survey examining the impact of performance-related steering on university teaching activities). Soziale Welt, 62(3), 251–278.
    • (2011) Soziale Welt , vol.62 , Issue.3 , pp. 251-278
    • Wilkesmann, U.1    Schmid, C.J.2
  • 56
    • 81255134276 scopus 로고    scopus 로고
    • The impacts of new governance on teaching at German universities. Findings from a national survey
    • Wilkesmann, U., & Schmid, C. J. (2012). The impacts of new governance on teaching at German universities. Findings from a national survey. Higher Education, 63(1), 33–52.
    • (2012) Higher Education , vol.63 , Issue.1 , pp. 33-52
    • Wilkesmann, U.1    Schmid, C.J.2
  • 57
    • 84929309376 scopus 로고    scopus 로고
    • Intrinsic and internalized modes of teaching motivation
    • Wilkesmann, U., & Schmid, C. J. (2014). Intrinsic and internalized modes of teaching motivation. Evidence-based HRM, 2(1), 6–27.
    • (2014) Evidence-based HRM , vol.2 , Issue.1 , pp. 6-27
    • Wilkesmann, U.1    Schmid, C.J.2
  • 58
    • 79955938589 scopus 로고    scopus 로고
    • A framework for knowledge transfer as interaction between experts and novices supported by technology
    • Wilkesmann, M., & Wilkesmann, U. (2011). A framework for knowledge transfer as interaction between experts and novices supported by technology. VINE Journal of Information and Knowledge Management Systems, 41(2), 96–112.
    • (2011) VINE Journal of Information and Knowledge Management Systems , vol.41 , Issue.2 , pp. 96-112
    • Wilkesmann, M.1    Wilkesmann, U.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.