-
1
-
-
39449117709
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
-
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
-
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
|