Publikationen

Dies ist eine Auswahl der Publikationen der CHESS-Mitglieder und keine vollständige Übersicht.

Johann, D., Neufeld, J., Thomas, K., Rathmann, J., & Rauhut, H. (2024). The impact of researchers’ perceived pressure on their publication strategies. Research Evaluation, rvae011. https://doi.org/10.1093/reseval/rvae011

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

Reznik, N., Krumm, S., Freudenstein, J.-P., Heimann, A. L., Ingold, P., Schäpers, P., & Kleinmann, M. (2023). Does understanding what a test measures make a difference? On the relevance of the ability to identify criteria for situational judgment test performance. International Journal of Selection and Assessment.

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

Eggenberger, C., & Backes-Gellner, U. (2023). IT Skills, Occupation Specificity and Job Separations. Economics of Education Review, 92. doi:10.1016/j.econedurev.2022.102333 .

Karlen, Y., Bäuerlein, K., & Brunner, S. (2023). Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09845-4

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. https://doi.org/10.1016/j.tate.2023.104055

Kleinmann, M., Ingold, P. V., & Wilhelmy, A. (2023). Impression management. In A. Wilkinson & S. Johnstone (Eds.), Encyclopedia of Human Resource Management (2nd ed.), 189. Edward Elgar. Cheltenham.

Fischer, R., Jarren, O. (2023). The platformization of the public sphere and its challenge to democracy. In Philosophy and Social Criticism, 0(0), S. 1-16.

Garritzmann, Julian L. (2023). Kapitalismus: Zur Einführung. Hamburg: Junius.

Herfeld, C., Doehne, M. (2023). How Academic Opinion Leaders Shape Scientific Ideas: An Acknowledgement Analysis, Scientometrics, 128, 2507–2533; https://doi.org/10.1007/s11192-022-04623-z

Herfeld, C., Quack, A. (2023). The Role of Narratives in Transferring Rational Choice Models into Political Science, History of Political Economy, 55(3), 549–576; https://doi.org/10.1215/00182702-10438939

Jarren, O., Fischer, R. (2023). Demokratische Öffentlichkeit als medienpolitische Gestaltungsaufgabe. In Legrand, J., Linden, B., Arlt, H.-J. (Hrsg.), Welche Öffentlichkeit brauchen wir? Zur Zukunft des Journalismus und demokratischer Medien (S. 9-21). Wiesbaden: Springer VS.

Joubert M., Guenther L., Metcalfe J., et al. (2023). ‘Pandem-icons’ — exploring the characteristics of highly visible scientists during the Covid-19 pandemic. JCOM, 22(1), A04.

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. https://doi.org/10.1016/j.tate.2023.104093

Kennedy MR., et al. (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.

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. doi:10.1108/IJM-03-2022-0119 .

Kordts, R., Schneider, C. B., Slepcevic-Zach, P., Fahrenwald, C., & Resch, K. (2023). Interaktionsprozesse in Führungssituationen – Erfahrungs- und fallbasiertes Lernen an der Universität St.Gallen (HSG). Zeitschrift für Hochschulentwicklung (ZFHE), 18(2). Verein Forum neue Medien in der Lehre Austria. https://doi.org/10.3217/zfhe-18-02/15

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). doi:10.1093/pnasnexus/pgad099 .

Lepori, B., Lambrechts, A., Wagner-Schuster, D., & Zahradnik, G. (2023). The European Tertiary Education Register. A Reference Database on European Higher Education Institutions. Scientific Data, 10(438), 1-8. https://doi.org/10.1038/s41597-023-02353

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.

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.

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. Download (PDF, 1 MB)

Mutz, R. (2023). Einführung des geschäftsführenden Herausgebers. Qualität in der Wissenschaft, 17(1), 1. Download (PDF, 57 KB)

Mutz, R., Wolbring, T., & Daniel, H.-D. (2023, akzeptiert). Sollten Förderentscheidungen partiell durch Lotterien ersetzt werden? Grundlagen, Konzeption und Evaluationsdesign am Beispiel des Förderinitiative 'Experiment!' der Volkswagen Stiftung. Zeitschrift für Evaluation.

Palffy, P., Lehnert, P., & Backes-Gellner, U. (2023). Social Norms and Gendered Occupational Choices of Men and Women: Time to Turn the Tide? Industrial Relations, 62(4), 380-410. doi:10.1111/irel.12332 .

Rechsteiner, B., Kyndt, E., Compagnoni, M., Wullschleger, A., & Maag Merki, K. (2023). Bridging gaps: a systematic literature review of brokerage in educational change. Journal of Educational Change. https://doi.org/10.1007/s10833-023-09493-7

Rosenthal, A., Hirt, C. N., Eberli, T. D., Jud, J., & Karlen, Y. (2023). Video-based classroom insightsPromoting self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learning. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-023-00189-8

Saner, P., Tratschin, L., Leder, C, & Rost, K. (2023). Introduction to the Special Issue: Digital Academia. Investigating Science and Higher Education in the Digital Age. Swiss Journal of Sociology, 49 (3), 449-472. https://doi.org/10.2478/sjs-2023-0022

Schlegel, T., & Backes-Gellner, U. (2023). The role of fields of study for the effects of higher education institutions on regional firm location. Small Business Economics, 61, 1587-1656. doi:10.1007/s11187-023-00742-w .

Schultheiss, T., & Backes-Gellner, U. (2024). Does updating education curricula accelerate technology adoption in the workplace? Evidence from dual vocational education and training curricula in Switzerland. The Journal of Technology Transfer, 49, 191-235. doi:10.1007/s10961-022-09971-9 .

Schultheiss, T., & Backes-Gellner, U. (2023). Different degrees of skill obsolescence across hard and soft skills and the role of lifelong learning for labor market outcomes. Industrial Relations, 62(3), 257-287. doi:10.1111/irel.12325 .

Schultheiss, T., Pfister, C., Gnehm, A.-S., & Backes-Gellner, U. (2023). Education expansion and high-skill job opportunities for workers: Does a rising tide lift all boats? Labour Economics, 82. doi:10.1016/j.labeco.2023.102354 .

Suter, F., Feldhoff, T., & Maag Merki, K. (2023). Effects of pre-pandemic school improvement and digital learning on schools during the COVID-19 pandemic. School Leadership & Management. https://doi.org/10.1080/13632434.2023.2259931

Suter, F., Feldhoff, T., Maag Merki, K., Radisch, F., Jude, N., & Brauckmann-Sajkiewicz, S. (2023). Kooperationspraxis von Schulen während der COVID-19-Pandemie. Eine trinationale Längsschnittstudie zur Analyse der Effekte von Kooperation auf die wahrgenommene Professionalisierung aus Sicht von Schulleiter:innen. In A. Heinemann, Y. Karakaşoğlu, T. Linnemann, N. Rose, & T. Sturm (Hrsg.), Entgrenzungen. Beiträge zum 28. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (S. 297-307). Verlag Barbara Budrich. https://doi.org/10.3224/84742750

Wullschleger, A., Rechsteiner, B., Rickenbacher, A., & Maag Merki, K. (2023). Improving teaching, teamwork, and school organization: Collaboration networks in school teams. Teaching and Teacher Education, 121. https://doi.org/10.1016/j.tate.2022.103909

Zeng, J., Schäfer, M. S., & Abidin, C. (In Vorbereitung). 15 Seconds of Fame: Global Perspectives on the Emerging Short-Video Culture. International Journal of Communication.

Altrichter, H., & Maag Merki, K. (2022). Wohin entwickelt sich die «Neue Steuerung» im Bildungswesen? In U. Steffens & H. Ditton (Hrsg.), Makroorganisatorische Vorstrukturierungen der Schulgestaltung. Grundlagen der Qualität von Schule 5 (S. 63-82). Münster: Waxmann Verlag.

Bäker, A., & Natter, M. (2022). Improving gig worker performance and retention on staffing platforms. 10.5465/AMBPP.2022.227

Bertsou, E., & Caramani, D. (2022). People Haven’t Had Enough of Experts: Technocratic Attitudes among European Citizens. American Journal of Political Science, 66(1), 5-23. doi:10.1111/ajps.12617 .

Bonfadelli, H. (2022). Theoretical Approaches of Health Campaigns and Practical Applications to COVID-19 Campaigns. Science Journal of Public Health, 10(1), 60-72.

Bonfadelli, H., Jóhannsdóttir, V. A., Nord, L., & Vandenberghe, H. (2022). Comparing News Media Reach. In J. Trappel & T. Tomaz (Eds.), Success and Failure in News Media Performance. Comparative Analysis in the Media for Democracy Monitor 2021 (pp. 129-146). University of Gothenburg: NORDICOM.

Bucchi M. (2022). Have we ever been satisfied with Science Communication? Continuity and change. Journal of Science Communication, 21(7).

Bucchi M., Fattorini E., & Saracino B. (2022). Public Perception of COVID-19 Vaccination in Italy: The Role of Trust and Experts’ Communication. International Journal of Public Health, 67.

Daniel, H.-D. & Mutz, R. (2022). „Berufung internationaler Professor:innen“ - Ergebnisse einer Online-Befragung der Rektor:innen und Präsident:innen der Mitgliedshochschulen der Hochschulrektorenkonferenz (HRK). Zürich: Universität Zürich, Psychologisches Institut.

Eggenberger, C., Janssen, S., Backes-Gellner, U. (2022). The value of specific skills under shock: High risks and high returns. Labour Economics, 78. DOI: doi.org/10.1016/j.labeco.2022.102187.

Garritzmann, Julian L., Silja Häusermann, and Bruno Palier (eds.) (2022): The World Politics of Social Investment (Volume I&II): Welfare States in the Knowledge Economy. Oxford: Oxford University Press.

Gelléri, P., & Kleinmann, M. (2022). Different ways of looking at a person: Remembering Heinz Schuler on the first anniversary of his death. Journal of Personnel Psychology, 21(3), 101–103. https://doi.org/10.1027/1866-5888/a000308

Heimann, A. L., Ingold, P. V., Lievens, F., Melchers, K., Keen, G., & Kleinmann, M. (2022). Actions define a character: Assessment centers as behavior-focused personality measures. Personnel Psychology, 75, 675-705. https://doi.org/10.1111/peps.12478

Herfeld, C. (2022). Revisiting the Criticisms of Rational Choice Theories, Philosophy Compass, 17(1), e12774; https://compass.onlinelibrary.wiley.com/doi/full/10.1111/phc3.12774

Hirschi, C. (2022). Wie Science-Fiction Geschichte wird - und umgekehrt. Zu den Verwandlungen des Jahreszahl-Buches. *Mittelweg 36*. Hamburger Ed. HIS-Verl. Ges. URI: (https://www.alexandria.unisg.ch/handle/20.500.14171/109347

Hirt, C. N., Jud, J., Rosenthal, A., & Karlen, Y. (2022). How Motivated are Teachers to Promote Self- Regulated Learning? A Latent Profile Analysis in the Context of Expectancy-Value Theory. Frontline Learning Research, 10(2), 46-65. https://doi.org/10.14786/flr.v10i2.1113

Jarren, O. (2022). Öffentlichkeitsgestaltung durch Medieninstitutionalisierung. In Gürtler, C., Prinzing, M., Zeiliger, T. (Hrsg.), Streitkulturen (S. 223-246). Baden-Baden: Nomos.

Jarren, O. (2022). Invasive Akteure. In Schuppert, G. F., Römhildt, R. A., Weingart, P. (Hrsg.), Herrschaft und Wissen (S. 325-360). Baden-Baden: Nomos.

Jarren, O., Fischer, R. (2022). Transformation der politischen Öffentlichkeit? In Kölner Zeitschrift für Soziologie und Sozialpsychologie.

Johann, D. (2022). Perceptions of Scientific Authorship Revisited: Country Differences and the Impact of Perceived Publication Pressure. Science and Engineering Ethics, 28(2), 1-25.

Johann, D., Raabe, I. J., & Rauhut, H. (2022). Under pressure: The extent and distribution of perceived pressure among scientists in Germany, Austria, and Switzerland. Research Evaluation, 31(3), 385-409.

Kessler, S. H., Schäfer, M. S., Johann, D., & Rauhut, H. (2022). Mapping mental models of science communication: How academics in Germany, Austria and Switzerland understand and practice science communication. Public Understanding of Science, 31(6) 711–731.

Kessler, S. H., & Schäfer, M. S. (2022). Content Analyses in Science Communication Research. In F. Oehmer, S. H. Kessler, E. Humprecht, K. Sommer, & L. C. Herrero (Eds.), Handbook of Standardized Content Analysis: Applied Designs to Research Fields of Communication Science. Springer.

Kiener, F., Gnehm, A., Clematide, S., Backes-Geller, U. (2022). IT skills in vocational training curricula and labour market outcomes. Journal of Education and Work, 35(2022)6-7: 614-640. doi.org/10.1080/13639080.2022.2126968

Koomen, M., Backes-Geller, U. (2022). Occupational Tasks and Wage Inequality in Germany: A Decomposition Analysis. Labour Economics, 79. DOI: https://doi.org/10.1016/j.labeco.2022.102284

Lepori, B. (2022). Toward a Data-driven Classification of European Higher Education Institutions. International Higher Education, 109, 39-40. https://doi.org/10.1038/s41597-023-02353

Maag Merki, K., & Kötter-Mathes, S. (2022). Zentralabitur / Zentrale Abschlussprüfungen. In M. Harring, C. Rolff, & M. Gläser-Zikuda (Hrsg.), Handbuch Schulpädagogik (2nd ed., S. 782–793). Münster: Waxmann. https://www.utb.de/doi/book/10.36198/9783838587967

Maag Merki, K., Grob, U., Rechsteiner, B., Rickenbacher, A., & Wullschleger, A. (2022). Preconditions of teachers’ collaborative practice: New insights based on time-sampling data. Frontline Learning Research, 10(1). https://doi.org/10.14786/flr.v10i1.911

Mutz, R. (2022, online first) Diversity and interdisciplinarity: Should variety, balance and disparity be combined as a product or better as a sum? An information-theoretical and statistical estimation approach. Scientometrics (2022). https://doi.org/10.1007/s11192-022-04336-3

Mutz, R. & Daniel, H.-D. (2022): Scientific analysis of data on proposals and the decision-making procedure of the FWF with particular focus on the programme “Stand-Alone Projects” in the years 2010-2019. Weblink: https://zenodo.org/record/6596769#.Y8-L-C9XZBx

Suter, F., Karlen, Y., Merki, K. M., & Hirt, C. N. (2022). The relationship between success and failure causal attributions and achievement goal orientations. Learning and Individual Differences, 100. https://doi.org/10.1016/j.lindif.2022.102225

Vogel R., Hattke F. (2022). A Century of Public Administration: Travelling Through Time and Topics, Public Administration, 100(1), 17-40.

Weingart, P., Wormer, H., Schildhauer, T., Fähnrich, B., Jarren, O., Neuberger, C., Passoth, J.-H., Wagner, G. G. (2022). Gute Wissenschaftskommunikation in der digitalen Welt. Wissenschaftspolitik im Dialog, Band 19. Berlin: Berlin-Brandenburgische Akademie der Wissenschaften.

Zeng, J., Schäfer, M. S., & Oliveira, T. (2022). Conspiracy Theories in Digital Environments. Convergence. The International Journal of Research into New Media Technologies. https://doi.org/10.1177/1354856522111747

Anders, Y., Daniel, H.-D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Rossbach, H.-G., Seidel, T., Tippelt, R., & Wössman, L. (2021). Nachhaltigkeit im Bildungswesen - was jetzt getan werden muss (vbw - Vereinigung der Bayerischen Wirtschaft e.V, Ed.). Waxmann Verlag.

Anders, Y., Daniel, H.-D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Seidel, T., Tippelt, R., Wilbers, K., & Wössman, L. (2021). Führung, Leitung, Governance: Verantwortung im Bildungssystem (vbw – Vereinigung der Bayerischen Wirtschaft e.V., Ed.). Waxmann Verlag GmbH. https://doi.org/10.31244/9783830994008

Backes-Gellner, U., Herz, H., Kosfeld, M., Oswald, Y. (2021). "Do Preferences and Biases predict Life Outcomes? Evidence from Education and Labor Market Entry Decisions." European Economic Review, 134(2021) (first publishedonline 10.03.2021, DOI: doi.org/10.1016/j.euroecorev.2021.103709).

Bäker, A., & Goodall, A. H. (2021). Do Expert Clinicians Make the Best Managers? Evidence from Hospitals in Denmark, Australia and Switzerland. BMJ Leader, 5(3), 161-166. 10.1136/leader-2021-000483

Bäker, A., Breuninger, S., & Pull, K. (2021). Pushing performance by building bridges: Human and social capital as mechanisms behind the mobility-performance link. Journal of Vocational Behavior, 129, 103613. 10.1016/j.jvb.2021.103613

Bertsou, E. (2021). Bring in the Experts? Citizen Preferences for Independent Experts in Political Decision-Making Processes. European Journal of Political Research, 61(1), 255-267. doi.org/10.1111/1475-6765.12448

Bonfadelli, H. (2021). Digital inequalities in health communication. In E. Hargittai (Ed.), Handbook of Digital Inequality (pp. 217-232). London: Elgar Publ.

Bonfadelli, H. (2021). Die Grundlagen sichten: Theorien des politischen Journalismus. In M. Prinzing & R. Blum (Eds.), Handbuch des politischen Journalismus (pp. 30-70). Köln: von Halem.

Bonfadelli, H. (2021). Theorieansätze und Hypothesen in der Medienpädagogik: Wissenskluft-Perspektive. In U. Sander et al. (Eds.), Handbuch Medienpädagogik. Wiesbaden: Springer Fachmedien.

Bonfadelli, H., & Meier, W. A. (2021). Dominante Strukturen und Akteure der Digitalisierung: von «Digital Divide» auf Mikro-Ebene zu «Digital Inequality» auf Makro-Ebene. In M. Eisenegger, M. Prinzing, P. Ettinger, & R. Blum (Eds.), Digitaler Strukturwandel der Öffentlichkeit (pp. 409-432). Wiesbaden: Springer.

Bonfadelli, H., & Meier, W. A., in collaboration with Schanne, M. (2021). Switzerland: Highly concentrated leading news media in austerity and downsizing mode. In J. Trapel & T. Tomaz (Eds.), The Media for Democracy Monitor 2021. How Leading News Media Survive Digital Transformation (pp. 381-454). University of Gothenburg: NORDICOM.

Böckelmann, C., Probst, C., Wassmer, C., & Baumann, S. (2021). Lecturers’ qualifications and activities as indicators of convergence and differentiation in the Swiss higher education system. European Journal of Higher Education, 1–26. https://doi.org/10.1080/21568235.2021.1923547

Bornmann, L., Mutz, R., Haunschild, R., Moya-Anegon, F. de, Almeida Madeira Clemende, M. de, & Stefander, M. (2021). Mapping the impact of papers on various status groups in excellencemapping.net: a new release of the excellence mapping tool based on citation and reader scores. Scientometrics 126 (11), 9305–9331. https://doi.org/10.1007/s11192-021-04141-4

Braun, E., Esterhazy, R., & Kordts-Freudinger, R. (Eds.). (2021). Research on teaching and learning in higher education. Waxmann Verlag.

Bromme, R., & Gierth, L. (2021). Rationality and the Public Understanding of Science. In M. Knauff & W. Spohn (Eds.), The Handbook of Rationality. MIT Press.

Bucchi, M. (2021a). Norms, Competition, and Visibility in Contemporary Science. In A. Delicado, F. Crettaz Von Roten, & K. Prpić (Eds.), Communicating science and technology in society: issues of public accountability and engagement (pp. 17–37). Springer.

Bucchi, M. (2021b). To boost vaccination rates, invest in trust. Nature Italy. www.nature.com/articles/d43978-021-00003-y

Bucchi, M., Askwall, C., Fähnrich, B., Trench, B., & Weißkopf, M. (2021). Trust in science: assessing pandemic impacts in four EU countries. https://www.academia.edu/44960835/Trust_in_science_assessing_pandemic_impacts_in_four_EU_countries

Bucchi, M., & Saracino, B. (2021). Scienza e società all’epoca della pandemia. Scienza,tecnologia e opinione pubblica in Italia nel 2020. In G. Pellegrini & B. Saracino (Eds.), Annuario Scienza Tecnologia e Società (pp. 11–48). il Mulino.

Bucchi, M., & Trench, B. (2021). Rethinking science communication as the social conversation around science. Journal of Science Communication, 20(3), Y01. https://doi.org/10.22323/2.20030401

Bundi, P., Frey, K., & Widmer, T. (2021). Does evaluation quality enhance evaluation use? Evidence & Policy: A Journal of Research, Debate and Practice. https://doi.org/10.1332/174426421X16141794148067

Busemeyer, M. R., & Garritzmann, J. L. (2021). Public Opinion on Education Policies: A Multi-country Perspective. In M. R. West & L. Woessmann (Eds.), Public opinion and the political economy of education policy around the world. The MIT Press.

Cavallaro, M., & Lepori, B. (2021). Institutional barriers to participation in EU framework programs: contrasting the Swiss and UK cases. Scientometrics, 1311-1328. https://doi.org/10.1007/s11192-020-03810-0

Daniel, H.-D. (2021). Hochschule. In vbw – Vereinigung der Bayerischen Wirtschaft e.V. (Ed.), Führung, Leitung, Governance: Verantwortung im Bildungssystem (pp. 175–187). Waxmann Verlag GmbH. https://doi.org/10.31244/9783830994008

Farys, R., & Wolbring, T. (2021). Matthew effects in science and the serial diffusion of ideas: Testing old ideas with new methods. Quantitative Science Studies, 1–22. https://doi.org/10.1162/qss_a_00129

Garritzmann, S., & Garritzmann, J. L. (2021). Die Bildungspolitik der Grün-Schwarzen Regierung in Baden-Württemberg 2016-2021. In F. Hörisch & Wurster Stefan (Eds.), Kiwi im Südwesten – Eine Bilanz der zweiten Landesregierung Kretschmann 2016-2021. Springer VS.

Greulich, B., Debus, M. E., Kleinmann, M., & König, C. J. (2021). Potential biasing factors in work stress surveys: A qualitative study on response behaviour. European Journal of Work and Organizational Psychology, 30, 40-57. https://doi.org/10.1080/1359432X.2020.1812580

Hauck-Thum, U., & Noller, J. (Eds.). (2021). Analog oder digital? Philosophieren nach dem Ende der Philosophie. In Was ist Digitalität?: Philosophische und pädagogische Perspektiven (Vol. 1). J.B. Metzler. https://doi.org/10.1007/978-3-662-62989-5

Hendriks, B., Cornelia, S., Heger, C., & Reinhart, M. (2021). Kritische Bestandsaufnahme des BIH Charité (Junior) Clinician Scientist Programms: Untersuchungen einer integrierten Forschungsund Facharztweiterbildung in der Universitätsmedizin. Deutsches Zentrum für Hochschul- und Wissenschaftsforschung GmbH (DZHW). https://www.dzhw.eu/pdf/ab_26/KritischeBestandsaufnahme.pdf

Herfeld, C., von Allmen, K., Müller, J. (2021). Why Do Female Philosophy Students Drop Out of Philosophy? Some Evidence from the Classroom at the Bachelor’s Level, Ergo, an Open Access Journal of Philosophy, 8(51) (link to published version).

Herfeld, C., Djordjevic, C. (2021). Thick Concepts in Economics: The Case of Becker and Murphy’s Theory of Rational Addiction, Philosophy of the Social Sciences, 51(4), 371–399, https://doi.org/10.1177%2F00483931211008541.

Hesselmann, F., & Reinhart, M. (2021). Cycles of invisibility: The limits of transparency in dealing with scientific misconduct. Social Studies of Science, 51(3), 414–438. https://doi.org/10.1177/0306312720975201

Hirschi, C. (2021). Expertise in der Krise. Zur Totalisierung der Expertenrolle in der Euro-, Klima- und Coronakrise. *Leviathan: Berliner Zeitschrift für Sozialwissenschaft*, 49, Sonderband 38. VS-Verl. URI:https://www.alexandria.unisg.ch/handle/20.500.14171/111055

Gross, C., Debus, M. E., Ingold, P. V., & Kleinmann, M. (2021). Too much self-promotion! How self-promotion climate relates to employees’ supervisor-focused self-promotion effectiveness and their work group’s performance. Journal of Organizational Behavior, 42, 1042-1059. https://onlinelibrary.wiley.com/doi/full/10.1002/job.2547

Hertel, S., & Karlen, Y. (2021). Implicit theories of self-regulated learning: Interplay with students' achievement goals, learning strategies, and metacognition. British Journal of Educational Psychology, 91, 972–996. https://doi.org/10.1111/bjep.12402

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