Publikationen

Dies ist eine Auswahl der Publikationen der CHESS-Mitglieder und keine vollständige Übersicht. Falls Sie Mitglied sind, senden Sie uns eine Liste der Publikationen, die Sie aufgelistet haben möchten.

Blasius, J., Hinz, T., Hüsch, M. & Wolbring, T. (2025). Die Studierendenbefragung des CHE Rankings 2024/25: zuverlässig und belastbar, aber noch zu verbessern.Soziologie: Forum der Deutschen Gesellschaft für Soziologie, 54, 58–74.

Binding, G. & Widmer, T. (2025). Die Einstellungen der Bevölkerung zu staatlicher Regulierung im Jahr 2024. Zürich: Universität Zürich, Institut für Politikwissenschaft, Forschungsbereich Policy-Analyse & Evaluation.https://doi.org/10.5167/uzh-277408

Zimmerli, W.C. (2025). Artificial Intelligence—Hype or Myth? Philosophical Aspects of an Entrepreneurial Success Story. In C.H. Hoffmann (Ed.), Artificial Intelligence, Entrepreneurship and Risk. Technikzukünfte, Wissenschaft und Gesellschaft / Futures of Technology, Science and Society. Springer VS, Wiesbaden.https://doi.org/10.1007/978-3-658-45544-6_14

Lambrechts, A., Cavallaro, M., & Lepori, B. (2024). The European Universities initiative: between status hierarchies and inclusion. Higher Education: ahead-of-print.https://doi.org/10.1007/s10734-023-01167-w

Lewandowska, K., Ochsner, M., & Kulczycki, E. (2024). Research quality criteria in the Creative Arts. Studies in Higher Education, 49(4), 639-653. Peer-reviewed.

Late, E., & Ochsner, M. (2024). Re-use of research data in the social sciences. Use and users of digital data archive. PLOS ONE, 19(5), e0303190. Peer-reviewed. [URN][DOI][Pmid][serval

Late, E., Guns, R., Pölönen, J., Stojanovski, J., Urbanc, M., & Ochsner, M. (2024). Beyond borders: Examining the role of national learned societies in the social sciences and humanities. Learned Publishing. Peer-reviewed.

Mede, N.G., Schäfer, M.S. & Metag, J. (2024). Cognitio populi – Vox populi: Implications of science-related populism for communication behavior. Communications: European Journal of Communication Research, 49(4), 645–668.https://doi.org/10.5167/uzh-233717

Mutz, R. & Daniel, H.-D. (2024, online first). How to assess the impact of fellowships on academic careers? Latent transition analyses for funding programmes of the Alexander von Humboldt Foundation. Quality & Quantity. http://doi.org/10.1007/s11135-024-02008-3

Antonietti, C., Schmitz, M.-L., Consoli, T., Cattaneo, A., Gonon, P., & Petko, D. (2023). “Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities.” Computers & Education, 192, 104648. https://doi.org/10.1016/j.compedu.2022.104648

Armandola, N. G., Ehlert, A., & Rauhut, H. (2023). Rebel without a Cause: The Effects of Social Origins and Disposable Income on Rule Violations. https://doi.org/10.5167/UZH-217489

Backes-Gellner, U., & Lehnert, P. (2023). Berufliche Bildung als Innovationstreiber: Ein lange vernachlässigtes Forschungsfeld. Perspektiven Der Wirtschaftspolitik, 24(1), 85–97. https://doi.org/10.1515/pwp-2022-0036

Bäker, A., Maisano, F., & Mestres, C. A. (2023). Enabling leaders of multispecialty teams via cross-training. BMJ Leader, 7(1), 45–51. https://doi.org/10.1136/leader-2021-000526

Baschung, L., & Wassmer, C. (2023). Government, policy and the role of the state in Higher Education (Switzerland). Bloomsbury. https://doi.org/10.5040/9781350934412.001

Bäuerlein, K., Brunner, S., Etter, B., Stebner, F., Weber, X.-L., Wirth, J., & Karlen, Y. (2023). Förderung der diagnostischen Kompetenz von Lehrpersonen im selbstregulierten Lernen. https://doi.org/10.5167/UZH-257824

Bonfadelli, H. (2023). Lesen und politische Kultur. In V. Hildebrand-Schat (Ed.), Ein Jahrbuch für Bücherfreunde (pp. 295–311). Harrassowitz Verlag.

Bonfadelli, H. (2023). Literacy and Trust as Influencing Factors of Health Communication Online. In C. M. Rios-González (Ed.), Health Literacy – Advances and Trends. IntechOpen.

Bonfadelli, H. (2023). Soziale und kulturelle Teilhabe. In A. Kuhn & U. Schneider (Eds.), Theoretische Perspektiven und Gegenstände der Buchforschung. Ein interdisziplinäres Handbuch (pp. 405–427). De Gruyter.

Bonfadelli, H., & Pott, E. (2023). Gesundheitskampagnen und soziales Marketing. In F. W. Schwartz & others (Eds.), Public Health. Gesundheit und Gesundheitswesen (pp. 366–374). Elsevier.

Brause, S. R., Zeng, J., Schäfer, M. S., & Katzenbach, C. (2023). Media Representations of Artificial Intelligence: Surveying the Field. In S. Lindgren (Ed.), Handbook of Critical Studies of Artificial Intelligence. Edward Elgar. https://books.google.ch/books?id=5F_jEAAAQBAJ&printsec=frontcover#v=onepage&q&f=false

Bromme, R., & Hendriks, F. (2023). Trust in science: considering whom to trust for knowing what is true. In R. C. Mayer & B. Mayer (Eds.), A Research Agenda for Trust: Interdisciplinary Perspectives (pp. 37–49). Edward Elgar Publishing. https://psyarxiv.com/t754d

Bromme, R., Janich, N., & Schäfer, M. S. (2023). Verschwörungstheorien im Kontext von technologischem Wandel. In E. M. Jakobs & O. Renn (Eds.), Technischer Wandel – wirksam kommunizieren und beteiligen. 12 Denkanstöße aus der Wissenschaft (pp. 122–136). acatech – Deutsche Akademie der Technikwissenschaften. https://doi.org/10.48669/aca_2023-16

Bromme, R., Janich, N., & Schäfer, M. S. (2023). Voraussetzungen für Vertrauen in Wissenschaft. In E. M. Jakobs & O. Renn (Eds.), Technischer Wandel – wirksam kommunizieren und beteiligen. 12 Denkanstöße aus der Wissenschaft (pp. 72–77). acatech – Deutsche Akademie der Technikwissenschaften. https://doi.org/10.48669/aca_2023-16

Bundi, P., Bonny, S., & Widmer, T. (2023). Evaluation of NGO Certifications for the International Cooperation Strategy 2025-2028 : Final Report for the Swiss Agency for Development and Cooperation. University of Zurich und Université de Lausanne. https://doi.org/10.5167/uzh-234986

Cichor, J. E., Hubner-Benz, S., Benz, T., Emmerling, F., & Peus, C. (2023). Robot leadership–Investigating human perceptions and reactions towards social robots showing leadership behaviors. PLOS ONE, 18(2), e0281786. https://doi.org/10.1371/journal.pone.0281786

Daniel, H.-D., & Mutz, R. (2023). What does impact mean for grantees? Cultural consensus in perceived personal, organizational and societal impacts of small-scale funding initiatives of the Volkswagen Foundation. https://doi.org/10.5167/UZH-233757

David, T., & Eichenberger, P. (2023). ’A world parliament of business’? The International Chamber of Commerce and its presidents in the twentieth century. Business History, 65(2), 260–283. https://doi.org/10.1080/00076791.2021.2025219

Debus, M. E., Körner, B., Wang, M., & Kleinmann, M. (2023). Reacting to Perceived Overqualification: Uniting Strain-Based and Self-Regulatory Adjustment Reactions and the Moderating Role of Formal Work Arrangements. Journal of Business and Psychology, 38(2), 411–435. https://doi.org/10.1007/s10869-022-09870-8

Dederke, J., Johann, D., Kubacka, T., & Suri, R. E. (2023). Die Bedeutung internationaler wissenschaftlicher Kollaborationen für Schweizer Forschungsinstitutionen im Vergleich. https://doi.org/10.3929/ETHZ-B-000615298

Désiron, J. C., & Petko, D. (2023). Academic dishonesty when doing homework: How digital technologies are put to bad use in secondary schools. Education and Information Technologies, 28(2), 1251–1271. https://doi.org/10.1007/s10639-022-11225-y

Désiron, J. C., Petko, D., Lapaire, V., Ullrich, C., & Clack, L. (2023). Using virtual reality to train infection prevention: what predicts performance and behavioral intention? Virtual Reality, 27(2), 1013–1023. https://doi.org/10.1007/s10055-022-00708-5

Diaz-Bone, R., Gibel, R., Horvath, K., Rössel, J., & Steinmetz, S. (2023). Editorial. Swiss Journal of Sociology, 49(1), 5–7. https://doi.org/10.2478/sjs-2023-0001

Dignath, C., & Karlen, Y. (2023). Teachers’ professional competence to support metacognition. In S. Larkin, Metacognition and Education: Future Trends (1st ed., pp. 45–66). Routledge. https://doi.org/10.4324/9781003150602-4

Doehne, M., & Herfeld, C. (2023). How academic opinion leaders shape scientific ideas: an acknowledgment analysis. Scientometrics, 128(4), 2507–2533. https://doi.org/10.1007/s11192-022-04623-z

Dutz, R., Hubner-Benz, S., Emmerling, F., & Peus, C. (2023). Sure you are ready? Gendered arguments in recruitment for high-status positions in male-dominated fields. Frontiers in Psychology, 13, 958647. https://doi.org/10.3389/fpsyg.2022.958647

Dutz, R., Knipfer, K., & Peus, C. (2023). Führung in der Wissenschaft: Exzellenz in Forschung und Lehre durch ethikorientierte Führung. In J. Felfe & R. Van Dick (Eds.), Handbuch Mitarbeiterführung (pp. 1–13). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-55213-7_69-1

Eberl, A., Collischon, M., & Wolbring, T. (2023). Subjective Well-Being Scarring Through Unemployment: New Evidence from a Long-Running Panel. Social Forces, 101(3), 1485–1518. https://doi.org/10.1093/sf/soac022

Eggenberger, C., & Backes-Gellner, U. (2023). IT skills, occupation specificity and job separations. Economics of Education Review, 92, 102333. https://doi.org/10.1016/j.econedurev.2022.102333

Eisenegger, M., & Schäfer, M. S. (2023). Editorial: Reconceptualizing public sphere(s) in the digital age? On the role and future of public sphere theory. Communication Theory, 33(2–3), 61–69. https://doi.org/10.1093/ct/qtad011

Eisenegger, M., & Schäfer, M. S. (Eds.). (2023). Reconceptualizing Public Sphere(s) in the Digital Age. On the Role and Future of Public Sphere Theory (Vol. 33). https://academic.oup.com/ct/article/33/2-3/61/7205472

Emmerling, F., Peus, C., & Lobbestael, J. (2023). The hot and the cold in destructive leadership: Modeling the role of arousal in explaining leader antecedents and follower consequences of abusive supervision versus exploitative leadership. Organizational Psychology Review, 13(3), 237–278. https://doi.org/10.1177/20413866231153098

Fellinghauer, C., Debelak, R., & Strobl, C. (2023). What Affects the Quality of Score Transformations? Potential Issues in True-Score Equating Using the Partial Credit Model. Educational and Psychological Measurement, 83(6), 1249–1290. https://doi.org/10.1177/00131644221143051

Fladerer, M. P., Peus, C., Heidbrink, L., & Korndörffer, S. H. (2023). Führungskräftebefragung 2023. Wertekommission e. V.

Frey, B. S., Osterloh, M., & Rost, K. (2023). The rationality of qualified lotteries. European Management Review, 20(4), 698–710. https://doi.org/10.1111/emre.12550

Friderich, A., Prigge, J., Widmer, T., & Wroblewski, A. (2024). Nachwuchspreis der DeGEval 2023. https://doi.org/10.5167/UZH-259486

Frost, J., Osterloh, M., & Rost, K. (2023). Gender-Pay-Gap an Universitäten. Der Einfluss des Verhandlungsgeschicks. Forschung & Lehre, 30(12), 926–927.

Fuchs, B., Prechsl, S., & Wolbring, T. (2023). Social policy and labor supply: the impact of activating labor market institutions on reservation wages. Socio-Economic Review, 21(2), 863–884. https://doi.org/10.1093/ser/mwac002

Garritzmann, J. L. (2023). Politics of Higher Education Funding in (Western) Europe – and Beyond. In J. Jungblut, M. Maltais, E. Ness, & D. Rexe (Eds.), Comparative Higher Education Politics – Policymaking in North America and Europe (pp. 121–155). Springer.

Garritzmann, J. L., & Garritzmann, S. (2023). Why Globalization Hardly Affects Education Systems. In P. Mattei, X. Dumay, E. Mangez, & J. Behrend (Eds.), Oxford Handbook of Globalization and Education (pp. 554–575). Oxford University Press.

Garritzmann, J. L., & Palier, B. (2023). Welfare States, Growth Regimes, and the Emergence of the Knowledge Economy: Social Policy in Turbulent Times. In B. Greve (Ed.), Welfare States in a Turbulent Era (pp. 127–141). Edward Elgar.

Gedutis, A., Bulaitis, Z. H., & Ochsner, M. (2023). The need for historical inquiry into societal impact evaluation: towards a genealogy of the notion of useful research. Edward Elgar Publishing. https://doi.org/10.4337/9781800885738.00010

Godonoga, A., & Sporn, B. (2023). The conceptualisation of socially responsible universities in higher education research: a systematic literature review. Studies in Higher Education, 48(3), 445–459. https://doi.org/10.1080/03075079.2022.2145462

Grimpe, C., Sofka, W., & Kaiser, U. (2023). Competing for digital human capital: The retention effect of digital expertise in MNC subsidiaries. Journal of International Business Studies, 54(4), 657–685. https://doi.org/10.1057/s41267-021-00493-4

Gurr, G., & Metag, J. (2023). What leads to audience issue fatigue? A linkage analysis study on the effects of news coverage on fatigue from ongoing news issues. International Journal of Communication, 17, 2967–2987.

Hase, V., Mahl, D., & Schäfer, M. S. (2023). The “Computational Turn” - an Interdisciplinary Turn? A Systematic Review of Text as Data Approaches in Journalism Research. Online Media and Global Communication. https://doi.org/10.1515/omgc-2023-0003

Hashinaga, M., Schenk, P., Ishibashi, A., & Rössel, J. (2023). Socially responsible crowdfunding across the globe: A comparative analysis of Swiss, Japanese, and Chinese university students. Technology in Society, 73, 102247. https://doi.org/10.1016/j.techsoc.2023.102247

Hashinaga, M., Schenk, P., Ishibashi, A., & Rössel, J. (2023). Socially responsible crowdfunding across the globe: A comparative analysis of Swiss, Japanese, and Chinese university students. Technology in Society, 73, 102247. https://doi.org/10.1016/j.techsoc.2023.102247

Hattke, F., & Vogel, R. (2023). Theories and theorizing in public administration: A systematic review. Public Administration Review, 83(6), 1542–1563. https://doi.org/10.1111/puar.13730

Heinemann, A., Karakaşoğlu, Y., Linnemann, T., Rose, N., & Sturm, T. (Eds.). (2023). Entgrenzungen. Beiträge zum 28. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft. Verlag Barbara Budrich. https://doi.org/10.3224/84742750

Hendriks, B., & Reinhart, M. (2023). What are the chances? Clinician scientist` career pathways in Germany. BMC Medical Education, 23(1), 642. https://doi.org/10.1186/s12909-023-04584-8

Henninger, M., Debelak, R., & Strobl, C. (2023). A New Stopping Criterion for Rasch Trees Based on the Mantel–Haenszel Effect Size Measure for Differential Item Functioning. Educational and Psychological Measurement, 83(1), 181–212. https://doi.org/10.1177/00131644221077135

Herfeld, C., & Boumans, M. (2023). Progress in Economics. In Y. Shan (Ed.), New Philosophical Perspectives on Scientific Progress. Routledge.

Herfeld, C., Claveau, F., & Goutsmedt, A. (2023). Introduction to the Special Issue on Quantitative and Computational Approaches in the Social Studies of Economics. OEconomia, 13(2).

Herfeld, C., & Marx, J. (2023). Rational Choice Explanations in Political Science. In H. Kincaid & J. van Bouwel (Eds.), Oxford Handbook of Philosophy of Political Science. Oxford University Press.

Hirschi, C. (2023). Braucht die Politik bald ein Tinder für Experten? NZZ am Sonntag, 11.6.2023, 18–18. https://www.alexandria.unisg.ch/handle/20.500.14171/119322

Hirschi, C. (2023). Populismus und Szientismus: zwischen illiberaler Demokratie und undemokratischem Liberalismus. https://www.alexandria.unisg.ch/handle/20.500.14171/117674

Hirschi, C., & Bschir, K. (2023). Multiple Pluralisms in Scientific Policy Advice. https://www.alexandria.unisg.ch/handle/20.500.14171/118681

Hizli, L., Mösching, A., Osterloh, M., & Rost, K. (2023). Leaky Pipeline in der Wissenschaft. Ergebnisse einer aktuellen Untersuchung. Forschung & Lehre, 30(1), 32–33.

Joubert, M., Guenther, L., Metcalfe, J., Riedlinger, M., Chakraborty, A., Gascoigne, T., Schiele, B., Baram-Tsabari, A., Malkov, D., Fattorini, E., Revuelta, G., Barata, G., Riise, J., Schröder, J. T., Horst, M., Kaseje, M., Kirsten, M., Bauer, M. W., Bucchi, M., Chen, T. (2023). `Pandem-icons’ — exploring the characteristics of highly visible scientists during the Covid-19 pandemic. Journal of Science Communication, 22(01), A04. https://doi.org/10.22323/2.22010204

Jud, J., Hirt, C. N., Rosenthal, A., & Karlen, Y. (2023). Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning. Teaching and Teacher Education, 127, 104093. https://doi.org/10.1016/j.tate.2023.104093

Kaiser, U., Sofka, W., & Grimpe, C. (2023). Creating marketing innovation abroad: The value of marketing professionals in foreign MNC subsidiaries. Industrial Marketing Management, 112, 145–159. https://doi.org/10.1016/j.indmarman.2023.05.005

Kamm, C., Maag Merki, K., Suter, F., & Schoch, J. (2023). Reduktion von Bildungsbenachteiligung in der Volksschule: theoretische Grundlagen und konkrete Handlungsmöglichkeiten. https://doi.org/10.5167/UZH-257312

Karlen, Y., Hirt, C. N., Jud, J., Rosenthal, A., & Eberli, T. D. (2023). Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition. Teaching and Teacher Education, 125, 104055. https://doi.org/10.1016/j.tate.2023.104055

Kennedy, M.-R., Deans, Z., Ampollini, I., Breit, E., Bucchi, M., Seppel, K., Vie, K. J., & Meulen, R. T. (2023). “It is Very Difficult for us to Separate Ourselves from this System”: Views of European Researchers, Research Managers, Administrators and Governance Advisors on Structural and Institutional Influences on Research Integrity. Journal of Academic Ethics, 21(3), 471–495. https://doi.org/10.1007/s10805-022-09469-x

Kiener, F., Gnehm, A.-S., & Backes-Gellner, U. (2023). Noncognitive skills in training curricula and nonlinear wage returns. International Journal of Manpower, 44(4), 772–788. https://doi.org/10.1108/IJM-03-2022-0119

Kleinmann, M. (2023). Was schmeckt besser, Äpfel oder Birnen? Welche Vergleiche in der Eignungsdiagnostik Sinn machen. https://doi.org/10.5167/UZH-252146

Kordts, R., & Schneider, C. B. (2023). Interaction processes in leadership situations: Experience- and case-based learning at the University of St. Gallen (HSG)Interaktionsprozesse in Führungssituationen – Erfahrungs- und fallbasiertes Lernen an der Universität St.Gallen (HSG). Zeitschrift Für Hochschulentwicklung, 18(2), 279–297. https://doi.org/10.3217/ZFHE-18-02/15

Kubacka, T., Dederke, J., Johann, D., & Suri, R. E. (2023). Replication Data for paper “Die Bedeutung internationaler wissenschaftlicher Kollaborationen für Schweizer Forschungsinstitutionen im Vergleich.” ETH Zurich. https://doi.org/10.3929/ETHZ-B-000581024

Langenmayr, T., Seidl, D., & Jarzabkowski, P. (2023). Participatory Strategy Making as Dual Sensemaking Process. Academy of Management. Proceedings, 2023(1), 14788. https://doi.org/10.5465/amproc.2023.116bp

Leder, C., Mutz, R., Nivergelt, B., & Tratschin, L. (2023). Grundlagenbericht zur Messung von Wettbewerbsfähigkeit der Schweizer Hochschulen. CHESS. https://www.sbfi.admin.ch/sbfi/de/home/dienstleistungen/publikationen/publikationsdatenbank/evaluation-hfkg.html

Lehnert, P., Niederberger, M., Backes-Gellner, U., & Bettinger, E. (2023). Proxying economic activity with daytime satellite imagery: Filling data gaps across time and space. PNAS Nexus, 2(4), pgad099. https://doi.org/10.1093/pnasnexus/pgad099

Leitgöb, H., Petzold, K., Wolbring, T., & Blom, A. (2023). Zur Neuorientierung der soziologischen Methodenausbildung. Weiterführende Überlegungen. Soziologie : Forum Der Deutschen Gesellschaft Für Soziologie, 52, 330–339.

Leitgöb, H., Prandner, D., & Wolbring, T. (2023). Editorial: Big data and machine learning in sociology. Frontiers in Sociology, 8, 1173155. https://doi.org/10.3389/fsoc.2023.1173155

Leitgöb, H., Wolbring, T., & Prandner, D. (Eds.). (2023). Big data and machine learning in sociology. Frontiers Media SA. https://doi.org/10.3389/978-2-8325-2514-2

Lenz, L., Hattke, F., Kalucza, J., & Redlbacher, F. (2023). Virtual Work as a Job Demand? Work Behaviors of Public Servants during Covid-19. Public Performance & Management Review, 46(6), 1382–1412. https://doi.org/10.1080/15309576.2023.2217552

Lenz, L., Hattke, F., Kalucza, J., & Redlbacher, F. (2023). Virtual Work as a Job Demand? Work Behaviors of Public Servants during Covid-19. Public Performance & Management Review, 46(6), 1382–1412. https://doi.org/10.1080/15309576.2023.2217552

Lepori, B., Lambrechts, A. A., Wagner-Schuster, D., & Zahradnik, G. (2023). The European Tertiary Education Register, the reference dataset on European Higher Education Institutions. Scientific Data, 10(1), 438. https://doi.org/10.1038/s41597-023-02353-2

Lewandowska, K., Kulczycki, E., & Ochsner, M. (2023). Evaluation of the arts in performance-based research funding systems: An international perspective. Research Evaluation, 32(1), 19–31. https://doi.org/10.1093/reseval/rvac017

Loner, E., Fattorini, E., & Bucchi, M. (2023). The role of science in a crisis: Talks by political leaders during the COVID-19 pandemic. PLOS ONE, 18(3), e0282529. https://doi.org/10.1371/journal.pone.0282529

Maag Merki, K., Wullschleger, A., & Rechsteiner, B. (2023). Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning. Journal of Educational Change, 24(3), 583–604. https://doi.org/10.1007/s10833-022-09459-1

Mahl, D., Zeng, J., & Schäfer, M. S. (2023). Conceptualizing Platformed Conspiracism: Analytical Framework and Empirical Case Study of BitChute and Gab. New Media & Society. https://doi.org/10.1177/14614448231160457

Maier, N. A., Mendzheritskaya, J., Hagenauer, G., Hansen, M., Kordts, R., Stephan, M., & Thies, K. (2023). Developing a CVTAE-based conceptual framework for examining emotions in higher education teaching: a systematic literature review. Frontiers in Psychology, 14, 1142506. https://doi.org/10.3389/fpsyg.2023.1142506

Marti, M., Widmer, T., Adrian, N., & Reiss, T. (2023). Kindesschutz und Fremdplatzierungen: Effekte von Institutionen, Finanzierung, Umsetzung. Schweizerischer Nationalfonds zur Förderung der wissenschaftlichen Forschung (SNF). https://doi.org/10.5167/uzh-257469

Mede, N., Schäfer, M. S., & Metag, J. (2023). Cognitio Populi - Vox Populi. Implications of Science-Related Populism for Communication Behaviour. Communications. https://doi.org/10.1515/commun-2022-0059

Metag, J., & Gurr, G. (2023). Too Much Information? A Longitudinal Analysis of Information Overload and Avoidance of Referendum Information Prior to Voting Day. Journalism & Mass Communication Quarterly, 100(3), 646–667. https://doi.org/10.1177/10776990221127380

Metag, J., & Scheu, A. M. (2023). Grundlagenbeitrag: Qualitative Befragungen im Kontext von Wissenschaftskommunikation. In P. Niemann, V. Van Den Bogaert, & R. Ziegler (Eds.), Evaluationsmethoden der Wissenschaftskommunikation (pp. 105–116). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-39582-7_7

Metag, J., Wintterlin, F., & Klinger, K. (2023). Editorial: Science Communication in the Digital Age—New Actors, Environments, and Practices. Media and Communication, 11(1), 212–216. https://doi.org/10.17645/mac.v11i1.6905

Michos, K., Schmitz, M.-L., & Petko, D. (2023). Teachers’ data literacy for learning analytics: a central predictor for digital data use in upper secondary schools. Education and Information Technologies, 28(11), 14453–14471. https://doi.org/10.1007/s10639-023-11772-y

Mutz, R. (2023). Editorial “Forschungsevaluation und Bibliometrie.” Qualität in Der Wissenschaft, 1, 1.

Mutz, R. (Ed.). (2023). Forschungsevaluation und Bibliometrie.

Mutz, R. (2023). Measuring disruptiveness and continuity of research by using the Disruption Index (DI) – A Bayesian statistical approach. Proceedings of the 27th International Conference on Science, Technology and Innovation Indicators (STI 2023).

Mutz, R. (2023). Welchen Beitrag kann die Bibliometrie zur Erreichung der UN Sustainable Development Goals (SDG) leisten? Konzepte und empirische Analysen. Qualität in Der Wissenschaft, 17(1), 16–23. https://www.chess.uzh.ch/dam/jcr:04225822-f00f-48b5-85e9-cfd2f4d1e5cd/OA_R.%20Mutz_Welchen%20Beitrag_QiW1_23.pdf

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