Publications

This is a selection of publications by CHESS members and not a comprehensive overview.

2025

Antonietti, C., Consoli, T., Schmitz, M.-L., Cattaneo, A., Gonon, P., & Petko, D. (2025). “Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers.” Computers & Education, 227, 105225. https://doi.org/10.1016/j.compedu.2024.105225

Antonietti, C., Schmitz, M.-L., Consoli, T., Cattaneo, A., Gonon, P., & Petko, D. (2025). Examining Technology Integration in Upper Secondary Schools: A Comparative Analysis Across School Programs and Subjects. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-025-09889-9

Baake, J., Schmitt, J., & Metag, J. (2025). Balancing Realism and Trust: AI Avatars In Science Communication. Journal of Science Communication, 24(2). https://doi.org/10.22323/2.24020203

Barrera, D., Gërxhani, K., Kittel, B., Miller, L., & Wolbring, T. (2025). Experimental Sociology: Outline of a Scientific Field (1st ed.). Cambridge University Press.

Bauer, J., Thomm, E., & Bromme, R. (2025). Wie können Lehrkräfte die Aussagekraft und Vertrauenswürdigkeit von Forschung beurteilen? In M. Syring, T. Bohl, A. Gröschner, & A. Scheunpflug (Eds.), Studienbuch Bildungswissenschaften 1: Grundbegriffe klären und Forschungszugänge eröffnen (1st ed., pp. 317–329). Tübingen: UTB.

Becker, H., Faust, J., Mayrhofer, H., Milbradt, B., & Widmer, T. (2025). Anforderungen an wirkungsorientierte Evaluationen im Bereich der Demokratieförderung, politischen Bildung und Prävention von Extremismus. Ein interdisziplinäres Fachgespräch. In F. Greuel, F. Heinze, & F. König (Eds.), Was wirkt wie und warum? Wirkungsevaluationen in pädagogischen Handlungsfeldern für Demokratie und gegen Extremismus (pp. 182–206). Beltz Juventa. https://doi.org/10.5167/uzh-276450

Bertsou, E. (2025). Technocratic attitudes during the COVID-19 pandemic in Europe and the US. West European Politics, 1–31. https://doi.org/10.1080/01402382.2025.2463272

Bertsou, E., Caramani, D., & Koedam, J. (2025). The ideological profile of the technocratic citizen. European Journal of Political Research, 64(2), 626–648. https://doi.org/10.1111/1475-6765.12698

Böckelmann, C., & Ulbrich, F. (2025). Top-Up Bachelor: Die Passerelle von der Höheren Fachschule zur Fachhochschule. HEM Bürgenstock-Konferenz.

Bonfadelli, H. (2025). Medien. In M. Dabag & others (Eds.), Lexikon nicht-staatlicher Gemeinschaften im Mittelmeerraum. Wilhelm Fink.

Bonfadelli, H. (2025). Rezension von Andrea Miconi 2025: Europeans and the Media. Between Global and Local. MEDIENwissenschaft, 1.

Brause, S. R., Schäfer, M. S., Katzenbach, C., Mao, Y., Richter, V., & Zeng, J. (2025). Sociotechnical imaginaries and public communication: Analytical framework and empirical illustration using the case of artificial intelligence. Convergence: The International Journal of Research into New Media Technologies, 13548565251338192. https://doi.org/10.1177/13548565251338192

Brunner, S. N., Bäuerlein, K., Conti, M., & Karlen, Y. (2025). Measuring individual differences in students’ knowledge about self-regulated learning strategies with a digital tool. Learning and Individual Differences, 119, 102656. https://doi.org/10.1016/j.lindif.2025.102656

Bucchi, M. (2025). Geniuses, heroes, and saints: the Nobel Prize and the public image of science (T. Aragona, Trans.). The MIT Press.

Bucchi, M. (2025). Science Communication. The Basics. ROUTLEDGE.

Bucchi, M., & Schäfer, M. S. (2025). Tensions in the public communication by scientists and scientific institutions: Sources, dimensions, and ways forward. Public Understanding of Science, 09636625251343507. https://doi.org/10.1177/09636625251343507

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

Cattaneo, A., Schmitz, M.-L., Gonon, P., Antonietti, C., Consoli, T., & Petko, D. (2025). The role of personal and contextual factors when investigating technology integration in general and vocational education. Computers in Human Behavior, 163, 108475. https://doi.org/10.1016/j.chb.2024.108475

Chambru, C., Hediger, S., Metzler, J., & Woitek, U. (2025). The height of Swiss mercenaries, c. 1725-c. 1865. https://doi.org/10.5167/UZH-278710

Cologna, V., Freundt, J., Mede, N. G., Howe, L., Bertsou, E., Gloor, J., Oreskes, N., Knutti, R., & Schäfer, M. S. (2025). How scientists’ collective climate advocacy affects public trust in scientists and voting behavior. Environmental Research Letters, 20(1), 014043. https://doi.org/10.1088/1748-9326/ad984c

Cologna, V., Mede, N. G., Berger, S., Besley, J., Brick, C., Joubert, M., Maibach, E. W., Mihelj, S., Oreskes, N., Schäfer, M. S., van der Linden, S., Abdul Aziz, N. I., Abdulsalam, S., Shamsi, N. A., Aczel, B., Adinugroho, I., Alabrese, E., Aldoh, A., Alfano, M., … Zwaan, R. A. (2025). Trust in scientists and their role in society across 68 countries. Nature Human Behaviour, 9(4), 713–730. https://doi.org/10.1038/s41562-024-02090-5

Cologna, V., Meiler, S., Kropf, C. M., Lüthi, S., Mede, N. G., Bresch, D. N., Lecuona, O., Berger, S., Besley, J., Brick, C., Joubert, M., Maibach, E. W., Mihelj, S., Oreskes, N., Schäfer, M. S., van der Linden, S., & others. (2025). The relationship between extreme weather events and support for climate policies in 68 countries. Nature Climate Change.

Compagnoni, M., Rechsteiner, B., Grob, U., Bayer, N., Wullschleger, A., & Maag Merki, K. (2025). No Loss, No Gain? COVID-19 school closures and Swiss fifth-graders’ competencies and self-concept in mathematics. Zeitschrift Für Pädagogische Psychologie, 39(3), 221–235. https://doi.org/10.1024/1010-0652/a000366

Consoli, T., Schmitz, M.-L., Antonietti, C., Gonon, P., Cattaneo, A., & Petko, D. (2025). Quality of technology integration matters: Positive associations with students’ behavioral engagement and digital competencies for learning. Education and Information Technologies, 30(6), 7719–7752. https://doi.org/10.1007/s10639-024-13118-8

Cramer, M., & Reinhart, M. (2025). Understanding the Governance of Science from a global Perspective: A heuristic of Research Evaluation Regimes. Zenodo. https://doi.org/10.5281/ZENODO.14961535

Da Motta Veiga, S., Debus, M., Schmitz‐Wilhelmy, A., Ambühl, M., Hasler, K., & Kleinmann, M. (2025). Contextual and personal resources in unemployed job search: An intra‐individual perspective. Applied Psychology, 74(1), e12540. https://doi.org/10.1111/apps.12540

Désiron, J. C., Schmitz, M.-L., & Petko, D. (2025). Teachers as Creators of Digital Multimedia Learning Materials: Are they Aligned with Multimedia Learning Principles. Technology, Knowledge and Learning, 30(2), 637–653. https://doi.org/10.1007/s10758-024-09770-1

Désiron, J. C., Wolfensberger, A., Clack, L., & Petko, D. (2025). Do prompts to foster negative knowledge lead to more mistakes? The effects of exploratory behavioural prompts in medical training. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2025.2521332

Feldhoff, T., & Maag Merki, K. (2025). Theorien, Konzepte und Verfahren der Schulentwicklung. In M. Syring, T. Bohl, A. Gröschner, & A. Scheunpflug (Eds.), Studienbuch Bildungswissenschaften. Band 2: Unterricht und Schule gestalten (pp. 236–257).

Forthmann, B., Beisemann, M., Doebler, P., & Mutz, R. (2025). Reliable individual differences in researcher performance capacity estimates: evaluating productivity as explanatory variable. Scientometrics, 130(1), 43–66. https://doi.org/10.1007/s11192-024-05210-0

Garritzmann, J. L. (2025). The Power of the Pen: Do Poets, Fiction Literature, and Culture Affect the Politics of (Education) Policy-Making? Political Science Quarterly, qqaf001. https://doi.org/10.1093/psquar/qqaf001

Ghasemi, O., Cologna, V., Mede, N. G., Stanley, S. K., Strahm, N., Ross, R., Alfano, M., Kerr, J. R., Marques, M. D., Berger, S., Besley, J. C., Brick, C., Joubert, M., Maibach, E., Mihelj, S., Newell, B. R., Oreskes, N., & Schäfer, M. S. (2025). Gaps in public trust between scientists and climate scientists: a 68 country study. Environmental Research Letters, 20(6), 061002. https://doi.org/10.1088/1748-9326/add1f9

Güntner, A. V., Heimann, A. L., Kleinmann, M., & Ingold, P. V. (2025). The combined effect of a goal-oriented leadership app and leaders’ mindset in optimising training transfer. European Journal of Work and Organizational Psychology, 34(2), 175–187. https://doi.org/10.1080/1359432X.2024.2412359

Henninger, M., Radek, J., Sengewald, M.-A., & Strobl, C. (2025). Partial credit trees meet the partial gamma coefficient for quantifying DIF and DSF in polytomous items. Behaviormetrika. https://doi.org/10.1007/s41237-024-00252-3

Herfeld, C. (2025). Conversations on Rational Choice. Cambridge University Press.

Herfeld, C. (2025). Enhancing the Function of Case Studies: The Value of Network Analysis in Integrated History and Philosophy of Science. Synthese.

Herfeld, C., & Doehne, M. (2025). Empirical Network Analysis as a Method for Philosophy of Science. In A. Currie & S. J. Veigl (Eds.), Philosophy of Science – A User’s Guide (pp. 463–484). MIT Press.

Herfeld, C., & Peruzzi, E. (2025). No More than Exchanging Tools: Jacob Marschak and the Early Years of Cross-disciplinary Interactions between Economics and the Behavioral Sciences Movement, 1950–1956. History of Political Economy. https://doi.org/DOI%2010.1215/00182702-11857082

Hirt, C. N., Eberli, T. D., Jud, J. T., Rosenthal, A., & Karlen, Y. (2025). One step ahead: Effects of a professional development program on teachers’ professional competencies in self-regulated learning. Teaching and Teacher Education, 159, 104977. https://doi.org/10.1016/j.tate.2025.104977

Jarzabkowski, P., Lê, J. K., Seidl, D., & Vaara, E. (2025). Two Decades of Revolutionizing Strategy Research: How Strategy-as-Practice Illuminates the Complex, Dynamic and Consequential Ways of Doing Strategy. Academy of Management Collections, 4(2), 55–76. https://doi.org/10.5465/amc.2023.0005

Karlen, Y., Hertel, S., Grob, U., Jud, J., & Hirt, C. N. (2025). Teachers matter: linking teachers and students’ self-regulated learning. Research Papers in Education, 40(3), 414–441. https://doi.org/10.1080/02671522.2024.2394059

Kasneci, G., Gasser, U., Hofmann, T. F., Kramer, G., Müller, G., Peus, C., Schönenberger, H., & Kasneci, E. (2025). Europe’s AI Imperative -- A Pragmatic Blueprint for Global Tech Leadership. arXiv. https://doi.org/10.48550/ARXIV.2502.08781

Katz-Gerro, T., Yodovich, N., Rössel, J., Sivonen, S., & Llonch-Andreu, J. (2025). Europeans’ perspectives on the cultural impacts of globalisation and migration. In S. Janssen, N. Kristensen, & M. Verboord, Engagement with Culture in Transformative Times (1st ed., pp. 137–152). Routledge. https://doi.org/10.4324/9781003460497-9

Kessler, S. H., Mahl, D., Schäfer, M. S., & Volk, S. C. (2025). All Eyez on AI: A Roadmap for Science Communication Research in the Age of Artificial Intelligence. Journal of Science Communication, 24(2). https://doi.org/10.22323/2.24020401

Kessler, S. H., Mahl, D., Schäfer, M. S., & Volk, S. C. (2025). Science communication in the age of artificial intelligence (Vol. 24). https://jcom.sissa.it/article/pubid/JCOM_2402_2025_E/

Klinger, K., Wintterlin, F., Metag, J., & Lindenschmidt, L. (2025). More of the Same or Manifold Perspectives?: A Systematic Review of Research on Politicians’ Use of Social Media. Studies in Communication Sciences, 1–14. https://doi.org/10.24434/j.scoms.2025.02.6050

Körner, B., Debus, M. E., Wu, C., & Kleinmann, M. (2025). How and when do frequent daily work interruptions contribute to or undermine daily job satisfaction? A stress appraisal perspective. Journal of Organizational Behavior, 46(1), 1–23. https://doi.org/10.1002/job.2833

López-Sintas, J., Lamberti, G., Rössel, J., & Zdravković, Ž. (2025). How inequality affects cultural participation in Europe. In S. Janssen, N. Kristensen, & M. Verboord, Engagement with Culture in Transformative Times (1st ed., pp. 71–94). Routledge. https://doi.org/10.4324/9781003460497-5

Mahl, D., Schäfer, M. S., Voinea, S. A., Adib, K., Duncan, B., Salvi, C., & Novillo-Ortiz, D. (2025). Responsible artificial intelligence in public health: a Delphi study on risk communication, community engagement and infodemic management. BMJ Global Health, 10(5), e018545. https://doi.org/10.1136/bmjgh-2024-018545

Mede, N. G., Cologna, V., Berger, S., Besley, J., Brick, C., Joubert, M., Maibach, E. W., Mihelj, S., Oreskes, N., Schäfer, M. S., van der Linden, S., Abdul Aziz, N. I., Abdulsalam, S., Shamsi, N. A., Aczel, B., Adinugroho, I., Alabrese, E., Aldoh, A., Alfano, M., … Zwaan, R. A. (2025). Perceptions of science, science communication, and climate change attitudes in 68 countries – the TISP dataset. Scientific Data, 12(1), 114. https://doi.org/10.1038/s41597-024-04100-7

Mede, N. G., Howell, E. L., Schäfer, M. S., Metag, J., Beets, B., & Brossard, D. (2025). Measuring Science Literacy in a Digital World: Development and Validation of a Multi-Dimensional Survey Scale. Science Communication, 10755470251317379. https://doi.org/10.1177/10755470251317379

Müller, A., Jonas, K., Schaepman, M., & Däppen-Fellmann, A. (2025). Fearless Universities: Towards a New Definition of Excellence Through a Healthy Failure Culture. 15th Glion Colloquium, 25-29 June 2025: “Trust and Truth – How They Impact the Complex Relationship between Science and Society.”

Mutz, R., Bornmann, L., & Haunschild, R. (2025). How to use assignments of United Nations sustainable development goals (SDGs) to scientific papers in research evaluation? The proposal of a gold standard combining assignments from different data providers. Scientometrics, 130(3), 1519–1546. https://doi.org/10.1007/s11192-025-05254-w

Mutz, R., & Daniel, H.-D. (2025). How to assess the impact of fellowships on academic careers? Latent transition analyses for funding programmes of the Alexander von Humboldt Foundation. Quality & Quantity, 59(2), 1153–1175. https://doi.org/10.1007/s11135-024-02008-3

Nentwich, J., Schambach, G., & Jäckel, D. (2025). Gender-inclusive leadership practices in the gendered organisation: What men (can) do and what women just don’t see. https://www.alexandria.unisg.ch/handle/20.500.14171/123003

Nielsen, T., Fellinghauer, C., Strobl, C., Kronthaler, D., & Kreiner, S. (2025). Statistical Anxiety and Attitudes Towards Statistics in Psychology Students: A Measurement Comparison Study of the German and Danish Language Versions of the HFS-R. Educational Methods and Psychometrics, 3(2025), 1–43. https://doi.org/10.61186/emp.2025.6

Osterloh, M., & Rost, K. (2025). Exploring the Leaky Pipeline: Token, Self-Selection or Status Group Effects?

Petko, D., Mishra, P., & Koehler, M. J. (2025). TPACK in context: An updated model. Computers and Education Open, 8, 100244. https://doi.org/10.1016/j.caeo.2025.100244

Petrovic, V., Walo, S., Rössel, J., Katz‐Gerro, T., & Lopez Belbeze, M. P. (2025). Perceptions of a Shared European Culture Increase the Support for the European Union. JCMS: Journal of Common Market Studies, 63(1), 28–50. https://doi.org/10.1111/jcms.13619

Probst, C., Wassmer, C., & Baschung, L. (2025). Das Schweizer Hochschulsystem. In Hochschulforschung (1. Auflage). Baden-Baden Nomos 2025.

Rössel, J., Janssen, S., Jovanović, M., & Katz-Gerro, T. (2025). Cultural integration and difference from migrants’ perspective. In S. Janssen, N. Kristensen, & M. Verboord, Engagement with Culture in Transformative Times (1st ed., pp. 153–170). Routledge. https://doi.org/10.4324/9781003460497-10

Rost, K. (2025). „Chef per Los?“: Fokale Zufallsauswahl als Alternative für mehr Chancengleichheit in Winner-Take-All-Gesellschaften. In N. Baur & J. Beyer (Eds.), Wirtschaft und soziale Ungleichheit (pp. 109–125). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-46565-0_6

Ruloff, M., & Petko, D. (2025). School principals’ educational goals and leadership styles for digital transformation: results from case studies in upper secondary schools. International Journal of Leadership in Education, 28(2), 422–440. https://doi.org/10.1080/13603124.2021.2014979

Saner, P., & Rost, K. (2025). Competition for Students in the Digital Era: Scientific Disciplines as Drivers of Competition and Forerunners of New Market Segmentation?

Schäfer, M. S. (2025). Social media in climate change communication: State of the field, new developments and the emergence of generative AI. Dialogues on Climate Change, 2(1), 49–55. https://doi.org/10.1177/29768659241300666

Schmitz, M.-L., Antonietti, C., Consoli, T., Gonon, P., Cattaneo, A., & Petko, D. (2025). Enhancing teacher collaboration for technology integration: the impact of transformational leadership. Computers & Education, 234, 105331. https://doi.org/10.1016/j.compedu.2025.105331

Schröder, V. S., Kleinmann, M., Heimann, A. L., & Ingold, P. V. (2025). Why Do Applicants (Dis)Like Selection Methods? The Role of Stimulus and Response Format for Need Satisfaction. https://doi.org/10.5167/UZH-270984

Syring, M., & Maag Merki, K. (2025). Einführung: Schule gestalten. In M. Syring, T. Bohl, A. Gröschner, & A. Scheunpflug (Eds.), Studienbuch Bildungswissenschaften. Band 2: Unterricht und Schule gestalten (pp. 211–215).

Thiele, S., & Kordts, R. (2025). You know it, you like it – student appreciation of active learning methods. Scandinavian Journal of Educational Research, 69(3), 537–551. https://doi.org/10.1080/00313831.2024.2318461

Toussaint, C., Patzina, A., Dietrich, H., & Wolbring, T. (2025). Study programs, public rankings, and college enrollment intentions: Results from a survey experiment on study program content, flexibility and support. Sociology of Education.

Ulbrich, F. (2025). BNE an tertiären Bildungseinrichtungen: Effektive Weiterbildungskonzepte durch SDG-Mapping zur Schaffung einer BNE-Kultur. In I. Lampert & D. Allenspach (Eds.), Leadership für Bildung für nachhaltige Entwicklung (BNE). hep Verlag.

Ulbrich, F. (2025). Empowering Academic Leadership for Sustainability: A Competency-Based Model for Advancing ESD in Higher Education.

University of Bergen, Kordts, R., De Vareilles, M., Daae, K., Gandrud, E., Årvik, A., & Glessmer, M. (2025). TAP: Teaching Analysis Poll for Student Feedback. Oceanography, 38(2). https://doi.org/10.5670/oceanog.2025.305

Vogel, R., Dahlweg, A., & Hattke, F. (2025). Do Vulnerable Citizens (Really) Perceive Higher Bureaucracy Costs? Testing a Key Claim of the Administrative Burden Framework. Public Administration Review, 85(4), 1098–1114. https://doi.org/10.1111/puar.13932

Volk, S. C., Schäfer, M. S., Lombardi, D., Mahl, D., & Yan, X. (2025). How generative artificial intelligence portrays science: Interviewing ChatGPT from the perspective of different audience segments. Public Understanding of Science, 34(2), 132–153. https://doi.org/10.1177/09636625241268910

Volk, S. C., Vogler, D., Fürst, S., & Schäfer, M. S. (2025). The plurivocal university: Typologizing the diverse voices of a research university on social media. Public Understanding of Science, 34(3), 270–290. https://doi.org/10.1177/09636625241268700

Werner, H., Bertsou, E., & Marien, S. (2025). From Losers’ Consent to Winners’ Restraint: Citizens Reactions to Accumulating Democratic Violations. Political Behavior. https://doi.org/10.1007/s11109-025-10001-1

Widmer, T., & Binding, G. (2025). Was denkt die Schweiz über die Regulierung der Wirtschaft? Die Volkswirtschaft : Plattform für Wirtschaftspolitik. https://doi.org/10.5167/uzh-277516

Woerz, T., Collischon, M., & Wolbring, T. (2025). The Social Dynamics of Economic Comparisons: A Longitudinal Study on the Effects of Relative Wages on Subjective Well-Being Using Linked Survey and Register Data. Social Indicators Research. https://doi.org/10.1007/s11205-025-03634-6

Wullschleger, A., Maag Merki, K., Grob, U., Rechsteiner, B., Compagnoni, M., & Vörös, A. (2025). Teacher collaboration to elevate student achievement? Learning and Instruction, 97, 102104. https://doi.org/10.1016/j.learninstruc.2025.102104

Xiaoyue, Y., & Schäfer, M. S. (2025). Multimodal Climate Change Communication on WeChat: Analyzing Visual/Textual Clusters on China’s Largest Social Media Platform. Climatic Change.

Zils, L., Wintterlin, F., Metag, J., Mede, N. G., & Schäfer, M. S. (2025). Literate and Critical? Characterizing Users of Alternative Scientific Media. Science Communication, 10755470251323525. https://doi.org/10.1177/10755470251323525

Zimmerli, W. Ch. (2025). Artificial Intelligence. Hype or Myth? Philosophical Aspects of an Entrepreneurial Success Story. In C. H. Hoffmann (Ed.), Artificial Intelligence, Entrepreneurship and Risk (pp. 263–279). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-45544-6_14

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2024

Adrian, N., Reiss, T., Marti, M., & Widmer, T. (2024). Entstehung, Ausgestaltung und Konsequenzen von kantonalen Fremdplatzierungspolitiken. In V. Barras, A. Jungo, & F. Sager (Eds.), Diffuse Verantwortlichkeiten - Strukturen, Akteur:innen und Bewährungsproben (pp. 123–149). Schwabe. https://doi.org/10.24894/978-3-7965-4881-9

Araujo, P., Bornatici, C., Ochsner, M., & Heers, M. (2024). Assessing and Enabling Open Research Data Practices in Swiss Higher Education Institutions: A Comprehensive Landscape Analysis. https://doi.org/10.5281/ZENODO.12755475

Backmann, J., Wimmer, J., Mortensen, M., Hartmann, S., Hoegl, M., & Peus, C. (2024). A Resource-Based View on Individual Absorption in the Context of Multiple Team Memberships. Organization Science, 35(4), 1473–1488. https://doi.org/10.1287/orsc.2021.14929

Berghoff, S., Blasius, J., Hinz, T., Hüsch, M., Ulrich, S., & Wolbring, T. (2024). Das Fach Soziologie im CHE Ranking 2024/25. Soziologie : Forum Der Deutschen Gesellschaft Für Soziologie, 53, 446–465.

Biyela, S., Dihal, K., Gero, K. I., Ippolito, D., Schäfer, M. S., & Yokoyama, H. (2024). Generative AI and science communication in physical sciences. Nature Reviews Physics. https://doi.org/10.1038/s42254-024-00691-7

Bolland, S., Popov, A., Eide, T., Kordts, R., & Strømme, T. (2024). Fundamentals of Norwegian CS1. Norsk IKT-Konferanse for Forskning Og Utdanning, 4. https://doi.org/10.5324/nikt.6217

Bonfadelli, H. (2024). Rezension von Martin Bartelmus, Alexander Nebrig (Hg.): Schriftlichkeit. MEDIENwissenschaft: Rezensionen | Reviews, 41(1), 63–64.

Bonfadelli, H. (2024). Rezension von Matthias Bickenbach: Bildschirm und Buch. MEDIENwissenschaft: Rezensionen | Reviews, 41(1), 64–66.

Brause, S. R., Yang, H., Schäfer, M. S., & Zeng, J. (2024). News Media Imaginaries of Artificial Intelligence in Healthcare: A Qualitative Analysis Across China, Germany, and the United States. Emerging Media, 2(4), 581–610. https://doi.org/10.1177/27523543241300185

Brenøe, A. A., Canaan, S., Harmon, N. A., & Royer, H. N. (2024). Is Parental Leave Costly for Firms and Coworkers? Journal of Labor Economics, 42(4), 1135–1174. https://doi.org/10.1086/725554

Bromme, R. (2024). The Science of Science Communication. In J. P. Bertemes, S. Haan, & D. Hans (Eds.), 50 Essentials on Science Communication (pp. 32–33). De Gruyter Mouton. https://doi.org/10.1515/9783110763577

Brunotte, T., Jaekel, M., Lewandowska, K., & Ochsner, M. (2024). Reforming Assessment of Applied/Practice-Based Research. Die Neue Hochschule, 2024(4), 16–19. https://doi.org/10.5281/zenodo.11562240

Buehler, A. F., Lehnert, P., & Backes-Gellner, U. (2024). Curriculum updates in vocational education and changes in graduates’ skills and wages. Journal of Education and Work, 37(5–6), 458–482. https://doi.org/10.1080/13639080.2025.2456844

Bühler, P., Criblez, L., Haymoz, N., Hofmann, M., Moser Opitz, E., Deplazes, D., & Garz, J. T. (2024). Vorwort zu “Erziehen, erfassen, erforschen”: Kontinuität und Wandel der stationären Erziehung im 20. Jahrhundert am Beispiel des Landerziehungsheims Albisbrunn. Historische Bildungsforschung, 72(15), 7–8. https://doi.org/10.5167/uzh-267715

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Wintterlin, F., Gurr, G., & Metag, J. (2024). How are attitudes toward news coverage of immigration related to general trust in news media? A longitudinal test of spillover effects of hostile media and credibility perceptions. International Journal of Communication, 18, 4748–4769.

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2023

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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

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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

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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

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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

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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

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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

Mutz, R., Wolbring, T., & Daniel, H.-D. (2023). Sollten Förderentscheidungen partiell durch Lotterien ersetzt werden? Zeitschrift Für Evaluation, 2023(2), 243–274. https://doi.org/10.31244/zfe.2023.02.04

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Mutzner, N., Oberhauser, V., Winter, F., & Rauhut, H. (2023). Evading the algorithm: increased propensity for tax evasion and norm violations in human-computer interactions. Frontiers in Behavioral Economics, 2, 1227166. https://doi.org/10.3389/frbhe.2023.1227166

Nentwich, J., & Hsu, C. (2023). (Un)doing masculinity? Men working in women’s occupations. In J. Hearn, K. Aavik, D. L. Collinson, & A. Thym, Routledge Handbook on Men, Masculinities and Organizations (1st ed., pp. 306–319). Routledge. https://doi.org/10.4324/9781003193579-25

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Schömer, D., Laumer, S., Treischl, E., Weigert, J., Wilbers, K., & Wolbring, T. (2021). Data-driven Student Advisory and Potential Direct Discrimination: A Literature Review on Machine Learning for Predicting Students’ Academic Success. Americas Conference on Information Systems.

Schultheiss, T., Pfister, C., Gnehm, A.-S., & Backes-Gellner, U. (2021). Tertiary education expansion and task demand: Does a rising tide lift all boats? (Working Paper No. 154; Economics of Education Working Paper Series). Swiss Leading House “Economics of Education.” https://ideas.repec.org/p/iso/educat/0154.html

Thies, K., & Kordts-Freudinger, R. (2021). Wie gehen Hochschullehrende mit ihren Emotionen in der Lehre um? Eine Experience-sampling-Befragung zum situativen Emotionsausdruck von Freude, Angst und Ärger. ZeHf – Zeitschrift für empirische Hochschulforschung, 4(2). https://www.budrich-journals.de/index.php/zehf/article/view/37032

Tkotz, J., Kienhues, D., Jucks, R., & Bromme, R. (2021). Keep Calm in Heated Debates: How People Perceive Different Styles of Discourse in a Scientific Debate. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.572503

Treischel, E., Laumer, S., Schrömer, D., Weigert, J., Wilbers, T., & Wolbring, T. (2021). Give a Little, Take a Little? A Factorial Survey Experiment on Students’ Willingness to Use an AI-based Advisory System and to Share Data. In T. Wolbring, H. Leitgöb, & F. Faulbaum (Eds.), Sozialwissenschaftliche Datenerhebung im digitalen Zeitalter (pp. 251–278). Spinger VS. https://www.springer.com/gp/book/9783658343958

Widmer, T. (2021). Evaluation in der Schweiz. In R. Stockmann & W. Meyer (Eds.), Die Institutionalisierung der Evaluation in Europa. (pp. 163–184). Waxmann Verlag.

Wilhelm, E. (2021). Die Pädagogische Hochschule der Zukunft. Eine Vision und ein paar konkrete Anregungen für die künftige Hochschulgestaltung. Das Magazin Der Pädagogischen Hochschule, 3.

Zimmerli, W. Ch. (2021). Künstliche Intelligenz und postanaloges Menschsein. Entstehung, Entwicklung und Wirkung eines realen Mythos. In A. Strasser, W. Sohst, K. Stepec, & R. Stapelfeldt (Eds.), Künstliche Intelligenz - Die große Verheißung (Vol. 8, pp. 193–219). Xenomoi-Verlag.

Zimmerli, W. Ch. (2021, November 1). Die künstliche Intelligenz übertrifft irgendwann die menschliche und übernimmt die Macht: warum dies ein Mythos ist und wie er sich auswirkt. Neue Zürcher Zeitung.

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2020

Ampollini, I., & Bucchi, M. (2020). When Public Discourse Mirrors Academic Debate: Research Integrity in the Media. Science and Engineering Ethics, 26(1), 451–474. https://doi.org/10.1007/s11948-019-00103-5

Bäker, A., & Goodall, A. H. (2020). Feline followers and “umbrella carriers”: Department Chairs’ influence on faculty job satisfaction and quit intentions. Research Policy, 49(4), 103955. https://doi.org/10.1016/j.respol.2020.103955

Bäker, A., Muschallik, J., & Pull, K. (2020). Successful mentors in academia: Are they teachers, sponsors and/or collaborators? Studies in Higher Education, 45(4), 723–735. https://doi.org/10.1080/03075079.2018.1544235

Ball, R. (2020). Handbook Bibliometrics. In Handbook Bibliometrics. De Gruyter Saur. https://www.degruyter.com/document/doi/10.1515/9783110646610/html

Berger, J., Osterloh, M., & Rost, K. (2020a). Focal random selection closes the gender gap in competitiveness. Science Advances, 6(47), eabb2142. https://doi.org/10.1126/sciadv.abb2142

Berger, J., Osterloh, M., & Rost, K. (2020b, December 5). Gastkommentar zur Geschlechtergerechtigkeit, Die bessere Alternative zur Frauenquote: In den Chefetagen mangelt es bitter an Frauen. Ein gezieltes Losverfahren könnte das ändern. Tagesanzeiger.

Bisquolm, S., & Rost, K. (2020). Technostress—Der lange Schatten der Digitalisierung. Marketing Review St. Gallen, Digitalisierung – After the Hype?

Bornmann, L., Haunschild, R., & Mutz, R. (2020). Should citations be field-normalized in evaluative bibliometrics? An empirical analysis based on propensity score matching. Journal of Informetrics, 14(4), 101098. https://doi.org/10.1016/j.joi.2020.101098

Bromme, R. (2020a). Verstehen, Vertrauen und die Verständlichkeit der Wissenschaft: Zu einigen Randbedingungen für den (erfolgversprechenden) Umgang mit Pseudowissenschaft und Wissenschaftsleugnung. In R. Neck & C. Spiel (Eds.), Wissenschaft und Aberglaube. (Vol. 23, pp. 145–158). Böhlau Verlag GmbH & Co. KG.

Bromme, R. (2020b). Informiertes Vertrauen: Eine psychologische Perspektive auf Vertrauen in Wissenschaft. Wissenschaftsreflexion, 105–134. https://doi.org/10.30965/9783957437372_006

Brown, K., Scherrer, P., Kordts-Freudinger, R., & Suter, R. (2020). Applied strategies for educational development as cultural work. ETH Learning and Teaching Journal, 2(2), 403–407.

Bucchi, M. (2020a). Comunicare la scienza “in tempo di guerra”: Il ruolo degli esperti in pubblico e quello della formazione. BIOLAW JOURNAL, Special Edition, Article Special Edition.

Bucchi, M. (2020b). STS Challenges. The Next Ten Minutes and The Coexistence of Modes of Science. TECNOSCIENZA: Italian Journal of Science & Technology Studies, 11(1), 23–26.

Busemeyer, M. R., Garritzmann, J. L., & Neimanns, E. (2020). A Loud but Noisy Signal?: Public Opinion and Education Reform in Western Europe. Cambridge University Press. https://doi.org/10.1017/9781108777896

Campanale, A. M. (2020). La soglia della postmodernità biologica. Epidemia di CoViD-19 tra tecnologie politiche e comunicazione. BioLaw Journal - Rivista di BioDiritto, 20(1S), 581–585.

Cocos, M., & Lepori, B. (2020). What we know about research policy mix. Science and Public Policy, 47(2), 235–245. Scopus. https://doi.org/10.1093/scipol/scz061

Daraio, C., Bruni, R., Catalano, G., Daraio, A., Matteucci, G., Scannapieco, M., Wagner-Schuster, D., & Lepori, B. (2020). A Tailor-made Data Quality Approach for Higher Educational Data. Journal of Data and Information Science, 5(3), 129–160. Scopus. https://doi.org/10.2478/jdis-2020-0029

Ellison, N., Haux, T., & Garritzmann, J. L. (Eds.). (2020). Education Policy. In Handbook on society and social policy. Edward Elgar Publishing. Encyclopedia of International Higher Education Systems and Institutions. (2020). Springer Netherlands. https://doi.org/10.1007/978-94-017-9553-1

Entradas, M., Bauer, M. W., O’Muircheartaigh, C., Marcinkowski, F., Okamura, A., Pellegrini, G., Besley, J., Massarani, L., Russo, P., Dudo, A., Saracino, B., Silva, C., Kano, K., Amorim, L., Bucchi, M., Suerdem, A., Oyama, T., & Li, Y.-Y. (2020). Public communication by research institutes compared across countries and sciences: Building capacity for engagement or competing for visibility? PLOS ONE, 15(7), e0235191. https://doi.org/10.1371/journal.pone.0235191

Fähnrich, B., & Schäfer, M. S. (2020). Wissenschaftskommunikation zwischen Gesellschafts‑, Wissenschafts- und Medienwandel. Publizistik, 65(4), 515–522. https://doi.org/10.1007/s11616-020-00623-2

Flury, C. (2020). Überfüllt und Unterfinanziert? Die hochschulpolitische Debatte um einen Numerus clausus an den kantonalen Universitäten der Schweiz in den 1970er-Jahren. Schriftenreihe Historische Bildungsforschung und Bildungspolitikanalyse, 7. https://doi.org/10.5167/uzh-183430

Fraumann, G., & Mutz, R. (2020). The h-index. In R. Ball (Ed.), Handbook Bibliometrics (pp. 169–177). De Gruyter Saur. https://www.degruyter.com/document/doi/10.1515/9783110646610/html

Frey, B. S., Osterloh, M., & Rost, K. (2020a, August 27). Zufallsentscheidungen in Management, Forschung und Politik. Ökonomenstimme. https://www.oekonomenstimme.org/artikel/2020/10/zufallsentscheidungen-in-management-forschung-und-politik/

Frey, B. S., Osterloh, M., & Rost, K. (2020b, November 19). Zufallsentscheid in Politik und Wirtschaft kann rational sein. Infosperber. https://www.infosperber.ch/freiheit-recht/buergerrechte/zufallsentscheid-in-politik-und-wirtschaft-kann-rational-sein/

Fürst, S., Vogler, D., Sörensen, I., Schäfer, M. S., & Eisenegger, M. (2020). Wirklich irrelevant?: Sichtbarkeit und thematische Einordnung der Medien- und Kommunikationswissenschaft in Schweizer Medien. Publizistik, 65(4), 545–566. https://doi.org/10.1007/s11616-020-00601-8

Gedutis, A., & Ochsner, M. (2020). ENRESSH: A mission to D-land. https://www.vdu.lt/cris/handle/20.500.12259/109438

Gierth, L., & Bromme, R. (2020a). Attacking science on social media: How user comments affect perceived trustworthiness and credibility. Public Understanding of Science, 29(2), 230–247. https://doi.org/10.1177/0963662519889275

Gierth, L., & Bromme, R. (2020b). Beware of vested interests: Epistemic vigilance improves reasoning about scientific evidence (for some people). PLOS ONE, 15(4), e0231387. https://doi.org/10.1371/journal.pone.0231387

Gloor, J. L., Morf, M., Paustian-Underdahl, S., & Backes-Gellner, U. (2020). Fix the Game, Not the Dame: Restoring Equity in Leadership Evaluations. Journal of Business Ethics, 161(3), 497–511. https://doi.org/10.1007/s10551-018-3861-y

Götz, M., Donzallaz, M., & Jonas, K. (2020). Leader–Member Exchange Fosters Beneficial and Prevents Detrimental Workplace Behavior: Organizational Identification as the Linking Pin. Frontiers in Psychology, 11, 1788. https://doi.org/10.3389/fpsyg.2020.01788

Großmann, D., Engel, C., Junkermann, J., & Wolbring, T. (Eds.). (2020). Studentischer Workload: Definition, Messung und Einflüsse. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-28931-7

Großmann, D., & Wolbring, T. (2020). Studentischer Workload: Zum Verhältnis von Konzeption und Praxis. Soziologie, 49(4), 436–461.

Hendriks, B., & Reinhart, M. (2020). Science Blogs as Critique—Building Public Identities in the Field of Translational Research. Science & Technology Studies, 33(3), 19–38. https://doi.org/10.23987/sts.75153

Hendriks, F., Kienhues, D., & Bromme, R. (2020). Replication crisis = trust crisis? The effect of successful vs failed replications on laypeople’s trust in researchers and research. Public Understanding of Science, 29(3), 270–288. https://doi.org/10.1177/0963662520902383

Herfeld, C., & Ivanova, M. (2020). Introduction: First principles in science—their status and justification. Synthese. https://doi.org/10.1007/s11229-020-02801-1

Hertel, S., & Karlen, Y. (2020). Implicit theories of self-regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12402

Heßelmann, F., & Reinhart, M. (2020). Fragmentierte Sichtbarkeiten. Kriminologisches Journal, 1, Article 1. https://content-select.com/de/portal/media/view/5ee2369b-ce84-4fe5-9ae2-4641b0dd2d03

Hirt, C., Karlen, Y., Suter, F., & Merki, K. M. (2020). Types of social help-seeking strategies in different and across specific task stages of a real, challenging long-term task and their role in academic achievement. Frontline Learning Research, 74–111. https://doi.org/10.14786/flr.v8i4.627

Hirt, C. N., Karlen, Y., Suter, F., & Maag Merki, K. (2020). Types of social help-seeking strategies in different and across specific task stages of a real, challenging long-term task and their role in academic achievement. Frontline Learning Research, 8(4), 74–111. https://doi.org/10.14786/flr.v8i4.627

Hockey, P., Vaithianathan, R., Baeker, A., Beer, F., Goodall, A. H., Hammerton, M., Jarvis, R., Brock, S., & Lorimer, L. (2020). Measuring the working experience of doctors in training. Future Healthcare Journal, 7(3), e17–e22. https://doi.org/10.7861/fhj.2020-0005

Holmes, D., Richardson, L., & Schäfer, M. S. (Eds.). (2020). Introduction to visualizing climate change. In Research Handbook on Communicating Climate Change (pp. 127–130). Edward Elgar Publishing. https://research.monash.edu/en/publications/research-handbook-on-communicating-climate-change

Jarren, O. (2020a). Bildung und Wissenschaft als Voraussetzung für Wissensdemokratien—Österreich-Bibliotheken im Zusammenspiel von Wissenschaft und Bildung. In B. europäische und internationale Angelegenheiten (Ed.), Austria Kultur International. Jahrbuch der Österreichischen Auslandskultur 2019 (pp. 57–560). Austria Kultur INT. https://doi.org/10.5167/uzh-198221

Jarren, O. (2020b). Corona-Pandemie—Ein mediatisiertes Krisenphänomen. Thema im Fokus: die Zeitschrift von Dialog Ethik, 144, 26–27.

Jarren, O. (2020c). Die Corona-Pandemie ist eine besondere Krise. https://www.higgs.ch/die-corona-pandemie-ist-eine-besondere-krise/33283/

Jarren, O. (2020d). Wettbewerbe treiben das deutsche Hochschulsystem - doch wohin? Ein helvetischer Seitenblick auf das deutsche Bildungs- und Universitätssystem, Binnenkenntnisse voraussetzend. Forschung Frankfurt, 12(3/4), 106–110.

Johann, D., Velicu, A., & Rauhut, H. (2020). Ko-Autorschaft und wissenschaftliche Publikationen: Kooperationen und Konflikte. Forschung und Lehre, 27(6), 506–507. https://doi.org/10.5167/uzh-188417

Kassab, O., Mutz, R., & Daniel, H.-D. (2020). Introducing and testing an advanced quantitative methodological approach for the evaluation of research centers: A case study on sustainability science. Research Evaluation, 29(2), 135–149. https://doi.org/10.1093/reseval/rvz029

Keller, T. R., Hase, V., Thaker, J., Mahl, D., & Schäfer, M. S. (2020). News Media Coverage of Climate Change in India 1997–2016: Using Automated Content Analysis to Assess Themes and Topics. Environmental Communication, 14(2), 219–235. https://doi.org/10.1080/17524032.2019.1643383

Kessler, S. H., Mede, N. G., & Schäfer, M. S. (2020). Eyeing CRISPR on Wikipedia: Using Eye Tracking to Assess What Lay Audiences Look for to Learn about CRISPR and Genetic Engineering. Environmental Communication, 14(7), 886–903. https://doi.org/10.1080/17524032.2020.1723668

Kienhues, D., Jucks, R., & Bromme, R. (2020). Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science. Educational Psychologist, 55(3), 144–154. https://doi.org/10.1080/00461520.2020.1784012

Klaic, A., Burtscher, M. J., & Jonas, K. (2020). Fostering team innovation and learning by means of team‐centric transformational leadership: The role of teamwork quality. Journal of Occupational and Organizational Psychology, 93(4), 942–966. https://doi.org/10.1111/joop.12316

Koch, C., Saner, M., Schäfer, M. S., Herrmann-Giovanelli, I., & Metag, J. (2020). “Space means Science, unless it’s about Star Wars”: A qualitative assessment of science communication audience segments. Public Understanding of Science, 29(2), 157–175. https://doi.org/10.1177/0963662519881938

Kordts-Freudinger, R., & Leschke, J. (2020). “Transforming and extending knowledge”. Ernest L. Boyers Scholarship reconsidered. Priorities of the professoriate als Initiator des Scholarship of Teaching and Learning. In P. Tremp & B. Eugster (Eds.), Klassiker der Hochschuldidaktik? Kartografie einer Landschaft (pp. 283–293). Springer Fachmedien. https://doi.org/10.1007/978-3-658-28124-3_18

Lehnert, P., Pfister, C., & Backes-Gellner, U. (2020). Employment of R&D personnel after an educational supply shock: Effects of the introduction of Universities of Applied Sciences in Switzerland. Labour Economics, 66, 101883. https://doi.org/10.1016/j.labeco.2020.101883

Lehnert, P., Pfister, C., Harhoff, D., & Backes-Gellner, U. (2020). Knowledge Complementarities and Patenting: Do New Universities of Applied Sciences Foster Regional Innovation? In Economics of Education Working Paper Series (Working Paper No. 164; Economics of Education Working Paper Series, Issue 164). Swiss Leading House “Economics of Education.” https://ideas.repec.org/p/iso/educat/0164.html

Mahl, D., Guenther, L., Schäfer, M. S., Meyer, C., & Siegen, D. (2020). “We are a Bit Blind About it”: A Qualitative Analysis of Climate Change-Related Perceptions and Communication Across South African Communities. Environmental Communication, 14(6), 802–815. https://doi.org/10.1080/17524032.2020.1736116

Maisano, F., Bäker, A., Taramasso, M., Jenny, B., Vicentini, L., Jenkins, V., Andreas, M., Pozzoli, A., Zuber, M., & Mestres, C. A. (2020). The Certificate of Advanced Studies (CAS) course adapted to a pandemic: Restructuring the CAS course at the University of Zürich during the COVID-19 pandemic. Challenges and learnings for future change in the delivery of cardiovascular education. European Heart Journal, 41(18), 1716–1718. https://doi.org/10.1093/eurheartj/ehaa284

Maynard, D., Lepori, B., Petrak, J., Song, X., & Laredo, P. (2020). Using ontologies to map between research data and policymakers’ presumptions: The experience of the KNOWMAK project. Scientometrics, 125(2), 1275–1290. Scopus. https://doi.org/10.1007/s11192-020-03664-6

Mede, N. G., & Schäfer, M. S. (2020a). Kritik der Wissenschaftskommunikation und ihrer Analyse: PUS, PEST, Politisierung und wissenschaftsbezogener Populismus. In H.-J. Bucher (Ed.), Medienkritik zwischen ideologischer Instrumentalisierung und kritischer Aufklärung (pp. 297–314). Herbert von Halem Verlag. https://doi.org/10.5167/uzh-190664

Mede, N. G., & Schäfer, M. S. (2020b). Science-related populism: Conceptualizing populist demands toward science. Public Understanding of Science, 29(5), 473–491. https://doi.org/10.1177/0963662520924259

Mede, N. G., Schäfer, M. S., & Füchslin, T. (2020). The SciPop Scale for Measuring Science-Related Populist Attitudes in Surveys: Development, Test, and Validation. International Journal of Public Opinion Research, edaa026. https://doi.org/10.1093/ijpor/edaa026

Metag, J. (2020). What drives science media use? Predictors of media use for information about science and research in digital information environments. Public Understanding of Science, 29(6), 561–578. https://doi.org/10.1177/0963662520935062

Ochsner, M. (2020a). Messung von Forschungsleistungen? Was gemessen wird und was gemessen werden will. In I. M. Welpe, J. Stumpf-Wollersheim, N. Folger, & M. Prenzel (Eds.), Leistungsbewertung in wissenschaftlichen Institutionen und Universitäten (pp. 350–378). De Gruyter Oldenbourg. https://doi.org/10.1515/9783110689884-017

Ochsner, M. (2020b). Bibliometrics in the Humanities, Arts and Social Sciences. In Handbook Bibliometrics (pp. 117–124). De Gruyter Saur. https://www.degruyter.com/document/doi/10.1515/9783110646610-013/html

Ochsner, M., Kancewicz-Hoffman, N., Hołowiecki, M., & Holm, J. (2020). Overview of Peer Review Practices in the SSH. (p. 1698374 Bytes). figshare. https://doi.org/10.6084/M9.FIGSHARE.12032589.V2

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Reinhart, M., & Schendzielorz, C. (2020). The lottery in Babylon—On the role of chance in scientific success. Journal of Responsible Innovation, 7(sup2), S25–S29. https://doi.org/10.1080/23299460.2020.1806429

Rost, K. (2020a). «Chef per Los?» Fokale Zufallsauswahl als Alternative für mehr Chancengleichheit in Winner-take-all Gesellschaften. In N. Bauer & J. Bayer (Eds.), Wirtschaft und Soziale Ungleichheit. Springer.

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Schäfer, M. S., & Fähnrich, B. (2020). Communicating science in organizational contexts: Toward an “organizational turn” in science communication research. Journal of Communication Management, 24(3), 137–154. https://doi.org/10.1108/JCOM-04-2020-0034

Schäfer, M. S., & Wessler, H. (2020). Öffentliche Kommunikation in Zeiten künstlicher Intelligenz: Warum und wie die Kommunikationswissenschaft Licht in die Black Box soziotechnischer Innovationen bringen sollte. Publizistik, 65(3), 307–331. https://doi.org/10.1007/s11616-020-00592-6

Schendzielorz, C., & Reinhart, M. (2020). Die Regierung der Wissenschaft im Peer Review / Governing Science Through Peer Review. dms – der moderne staat – Zeitschrift für Public Policy, Recht und Management, 13(1), Article 1. https://www.budrich-journals.de/index.php/dms/article/view/35458

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Widmer, T. (2020). Wechselwirkungen von Politik und Evaluation: Befunde aus der Schweiz / Interactions between policy and evaluation: findings from Switzerland. Der Moderne Staat, 13(1), 7–8.

Wilhelm, E. (2020). Zehn Thesen zur Entwicklung der Pädagogischen Hochschulen der Schweiz [Application/pdf]. https://doi.org/10.21256/ZHAW-20175

Wilhelm, E., Probst Schilter, C., & Wassmer, C. (2020). Wissenschaft in der Vertrauenskrise? : Plädoyer für eine gemeinwohlorientierte Wissenschaft. https://doi.org/10.21256/ZHAW-19884

Wolbring, T. (2020a). Experiments in the Laboratory and in Other Settings. In SAGE Research Methods Foundations. SAGE Publications Ltd. https://doi.org/10.4135/9781526421036878173

Wolbring, T. (2020b). The Digital Revolution in the Social Sciences: Five Theses about Big Data and Other Recent Methodological Innovations from an Analytical Sociologist. In J.-H. Maasen S. ,. Passoth (Ed.), Sociology of the Digital – Digital Sociology? (pp. 60–72). Nomos.

Xu, K., Liu, F., Mou, Y., Wu, Y., Zeng, J., & Schäfer, M. S. (2020). Using Machine Learning to Learn Machines: A Cross-Cultural Study of Users’ Responses to Machine-Generated Artworks. Journal of Broadcasting & Electronic Media, 64(4), 566–591. https://doi.org/10.1080/08838151.2020.1835136

Zeng, J., Chan, C., & Schäfer, M. S. (2020). Contested Chinese Dreams of AI? Public discourse about Artificial intelligence on WeChat and People’s Daily Online. Information, Communication & Society, 1–22. https://doi.org/10.1080/1369118X.2020.1776372

Zeng, J., Schäfer, M. S., & Allgaier, J. (2020). Reposting «until Einstein is TikTok Famous». The Memetic Construction of Science on TikTok. International Journal of Communication.

Zimmerli, W. Ch. (2020a, December 29). Künstliche Intelligenz in der Wissenschaft: Nutzt die Fähigkeit der KI! Die Zeit. https://www.zeit.de/2021/01/kuenstliche-intelligenz-wissenschaft-forschung-wissen-nutzen

Zimmerli, W. Ch. (2020b, July 9). Wird “Nach” Corona nichts mehr so sein wie zuvor? Institute for Human Sciences. https://www.iwm.at/blog/wird-nach-corona-nichts-mehr-so-sein-wie-zuvor

Zimmerli, W. Ch. (2020c). Deus Malignus – The Digital Rehabilitation of Deception. In B. P. Goecke & A. M. Rosenthal-von der Pütten (Eds.), Artificial Intelligence: Reflections in Philosophy, Theology, and the Social Sciences. Brill mentis. https://brill.com/view/title/56911

Zimmerli, W. Ch. (2020d, October 2). DSI Insights: Die digitale Virtualisierung der Hochschulen. Inside IT. https://www.inside-it.ch/de/post/dsi-insights-die-digitale-virtualisierung-der-hochschulen-20201002

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2019

Arlt, D., Rauchfleisch, A., & Schäfer, M. S. (2019). Between Fragmentation and Dialogue. Twitter Communities and Political Debate About the Swiss “Nuclear Withdrawal Initiative.” Environmental Communication, 13(4), 440–456. https://doi.org/10.1080/17524032.2018.1430600

Ayaita, A., Pull, K., & Backes-Gellner, U. (2019). You get what you ‘pay’ for: academic attention, career incentives and changes in publication portfolios of business and economics researchers. Journal of Business Economics, 89(3), 273–290. https://doi.org/10.1007/s11573-017-0880-6

Backes-Gellner, U., Böhringer, C., Cantner, U., Harhoff, D., Hölzle, K., & Schnitzer, M. (2019a). Commission of Experts for Research and Innovation – 2019 “Research, Innovation and Technological Performance in Germany.” Buch- und Offsetdruckerei H. Heenemann GmbH & Co. KG. https://www.zora.uzh.ch

Backes-Gellner, U., Böhringer, C., Cantner, U., Harhoff, D., Hölzle, K., & Schnitzer, M. (2019b). EFI-Jahresgutachten 2019 “Forschung, Innovation und technologische Leistungsfähigkeit Deutschlands” (Expertenkommission Forschung und Innovation (EFI), Ed.). Buch- und Offsetdruckerei H. Heenemann GmbH & Co. KG. https://www.zora.uzh.ch

Beywl, W., Böttcher, W., Hense, J., & Widmer, T. (2019). Vorläufer, Entstehung und Weiterentwicklung der Standards für Evaluation. In J. Hense, W. Böttcher, M. Kalman, & W. Meyer (Eds.), Evaluation: Standards in unterschiedlichen Handlungsfeldern einheitliche Qualitätsansprüche trotz heterogener Praxis? (pp. 15–34). Waxmann Verlag.

Bonfadelli, H. (2019a). Die Wissenskluft-Perspektive: Zum Einfluss von Kognitionen und Emotionen. In H. Schramm, J. Matthes, & C. Schemer (Eds.), Emotions Meet Cognitions: Zum Zusammenspiel von emotionalen und kognitiven Prozessen in der Medienrezeptions- und Medienwirkungsforschung (pp. 73–82). Springer Fachmedien. https://doi.org/10.1007/978-3-658-25963-1_6

Bonfadelli, H. (2019b). Nutzung und Wirkung von Hochschulkommunikation. In B. Fähnrich, J. Metag, S. Post, & M. S. Schäfer (Eds.), Forschungsfeld Hochschulkommunikation (pp. 393–413). Springer Fachmedien. https://doi.org/10.1007/978-3-658-22409-7_18

Bos, W., Daniel, H. D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Rossbach, H.-G., Seidel, T., Tippelt, R., & Wössman, L. (2019). Region und Bildung. Mythos Stadt - Land (Vereinigung der Bayerischen Wirtschaft, Ed.; 1. Auflage). Waxmann.

Bucchi, M. (2019a). A Paper is like a Horse – and a Book is like a Whale? Sociologica, Vol 13, 9-11 Pages. https://doi.org/10.6092/ISSN.1971-8853/9379

Bucchi, M. (2019b). Facing the challenges of science communication 2.0: quality, credibility and expertise. EFSA Journal, 17(Proceedings of the Third EFSA Scientific Conference: Science, Food and Society Guest Editors: Devos Y, Elliott KC and Hardy A). https://doi.org/10.2903/j.efsa.2019.e170702

Bucchi, M. (2019c). Science in society discussed with my father: A parting editorial in the form of a dialogue. Public Understanding of Science, 28(5), 514–518. https://doi.org/10.1177/0963662519851612

Busemeyer, M. R., & Garritzmann, J. L. (2019). Bildungspolitik und der Sozialinvestitionsstaat. In H. Obinger & M. G. Schmidt (Eds.), Handbuch Sozialpolitik (pp. 783–805). Springer Fachmedien. https://doi.org/10.1007/978-3-658-22803-3_38

Christian Wassmer, & Carole Probst. (2019).Wettbewerb und Kooperation in der Nutzung von Absolventenstudien in der Schweiz. https://doi.org/10.3217/ZFHE-14-04/11

Criblez, L. (2019). Die gymnasiale Matur als allgemeiner Hochschulzulassungsausweis: bildungshistorische Reminiszenzen. In D. Holtsch, M. Oepke, & S. Schumann (Eds.), Lehren und Lernen auf der Sekundarstufe II: Gymnasial- und wirtschaftspädagogische Perspektiven (pp. 96–108). hep Verlag. https://www.zora.uzh.ch

Daniel, H.-D. (2019a). Hochschule. In Vereinigung der Bayerischen Wirtschaft (Ed.), Region und Bildung. Mythos Stadt - Land (1. Auflage, pp. 153–178). Waxmann.

Daniel, H.-D. (2019b). Lutz Bornmann: Recipient of the 2019 Derek John de Solla Price Medal. Scientometrics, 121(3), 1235–1238. https://doi.org/10.1007/s11192-019-03251-4

Daniel, H.-D., Krempkow, R., & Schmidt, U. (2019). Einführung der geschäftsführenden Herausgeber. Qualität in der Wissenschaft, 13(3+4), 64–65. https://www.research-collection.ethz.ch/handle/20.500.11850/388955

Dingwerth, K., & Kordts-Freudinger, R. (2019). Kompetenzen vor Inhalte: Die Kleine Reihe Hochschuldidaktik Politik. Zeitschrift für Politikwissenschaft, 29(3), 449–457. https://doi.org/10.1007/s41358-019-00195-2

Fähnrich, B., Metag, J., Post, S., & Schäfer, M. S. (2019). Hochschulkommunikation aus kommunikationswissenschaftlicher Perspektive. In B. Fähnrich, J. Metag, S. Post, & M. S. Schäfer (Eds.), Forschungsfeld Hochschulkommunikation (pp. 1–21). Springer Fachmedien. https://doi.org/10.1007/978-3-658-22409-7_1

Fähnrich, B., Metag, J., Post, S., Schäfer, M. S., Fähnrich, B., Metag, J., Post, S., & Schäfer, M. S. (Eds.). (2019). Forschungsfeld Hochschulkommunikation. Springer Fachmedien. https://doi.org/10.1007/978-3-658-22409-7_1

Fähnrich, B., & Schäfer, M. S. (2019). Partizipative Hochschulkommunikation. In B. Fähnrich, J. Metag, S. Post, & M. S. Schäfer (Eds.), Forschungsfeld Hochschulkommunikation (pp. 227–245). Springer Fachmedien. https://doi.org/10.1007/978-3-658-22409-7_11

Füchslin, T., Schäfer, M. S., & Metag, J. (2019). Who wants to be a citizen scientist? Identifying the potential of citizen science and target segments in Switzerland. Public Understanding of Science, 28(6), 652–668. https://doi.org/10.1177/0963662519852020

Giménez-Toledo, E., Mañana-Rodríguez, J., Engels, T. C. E., Guns, R., Kulczycki, E., Ochsner, M., Pölönen, J., Sivertsen, G., & Zuccala, A. A. (2019). Taking scholarly books into account, part II: a comparison of 19 European countries in evaluation and funding. Scientometrics, 118(1), 233–251. https://doi.org/10.1007/s11192-018-2956-7

Hendriks, B., Reinhart, M., & Schendzielorz, C. (2019). Keine Exzellenz ohne Mittelklasse! Komplexe Dynamiken globaler und lokaler Entwicklungen. Verhandlungen des 39. Kongresses der Deutschen Gesellschaft für Soziologie in Göttingen 2018., 39. https://publikationen.soziologie.de

Herfeld, C., & Doehne, M. (2019). The diffusion of scientific innovations: A role typology. Studies in History and Philosophy of Science, 77, 64–80. https://doi.org/10.1016/j.shpsa.2017.12.001

Herfeld, C., & Lisciandra, C. (2019). Knowledge transfer and its contexts. Studies in History and Philosophy of Science, 77, 1–10. https://doi.org/10.1016/j.shpsa.2019.06.002

Hesselmann, F., & Reinhart, M. (2019). Science Means Never Having to Say You’re Sorry? Apologies for Scientific Misconduct. Science Communication, 41(5), 552–579. https://doi.org/10.1177/1075547019860848

Hoeschler, P., & Backes-Gellner, U. (2019). Shooting for the Stars and Failing: College Dropout and Self-Esteem (Working Paper No. 0100; Economics of Education Working Paper Series). Swiss Leading House “Economics of Education.” https://ideas.repec.org/p/iso/educat/0100.html

Jerke, J., Johann, D., Rauhut, H., & Thomas, K. (2019). Too sophisticated even for highly educated survey respondents? A qualitative assessment of indirect question formats for sensitive questions. Survey Research Methods, 13(3), 319–351. https://doi.org/10.18148/srm/2019.v13i3.7453

Johann, D., & Mayer, S. J. (2019). The Perception of Scientific Authorship Across Domains. Minerva, 57(2), 175–196. https://doi.org/10.1007/s11024-018-9363-3

Kassab, O., Mutz, R., & Daniel, H.-D. (2019). Introducing and testing an advanced quantitative methodological approach for the evaluation of research centers: a case study on sustainability science. Research Evaluation, rvz029. https://doi.org/10.1093/reseval/rvz029

Kessler, S. H., Fähnrich, B., & Schäfer, M. S. (2019). Science communication research in the German-speaking countries: A content analysis of conference abstracts. Studies in Communication Sciences, 19(2), 243–251–243–251. https://doi.org/10.24434/j.scoms.2019.02.012

Kleinen-von Königslöw, K., Post, S., & Schäfer, M. S. (2019). How news media (de-)legitimize national and international climate politics – A content analysis of newspaper coverage in five countries. International Communication Gazette, 81(6–8), 518–540. https://doi.org/10.1177/1748048518825092

Kordts-Freudinger, R., & Van Treeck, T. (2019). Auf wissenschaftlichen Tagungen auch noch was lernen: Tagungsformate bei der Jahrestagung der dghd 2017. In Y.-B. Böhler, S. Heuchemer, & B. Szczyrba (Eds.), Hochschuldidaktik erforscht wissenschaftliche Perspektiven auf Lehren und Lernen. Profilbil-dung und Wertefragen in der Hochschulentwicklung IV (pp. 51–62). TH Köln. https://www.alexandria.unisg.ch

Kövér, Á., & Franger, G. (Eds.). (2019). Leaving the ivory tower: universities’ third mission and the quest for legitimacy. In University and society: interdependencies and exchange (pp. 39–57). EE | Edward Elgar Publishing.

Lepori, B., Geuna, A., & Mira, A. (2019). Scientific output scales with resources. A comparison of US and European universities. PLoS ONE, 14(10). Scopus. https://doi.org/10.1371/journal.pone.0223415

Lepori, B., Guerini, M., Scherngell, T., & Laredo, P. (2019). The spatial distribution of knowledge production in Europe. Evidence from KET and SGC. 1, 685–690. Scopus.

Lepori, Benedetto, & Greco, S. (2019). 18. Grant proposal writing as a dialogic process. De Gruyter Mouton. https://www.degruyter.com

Mantegazzini, B. A., & Lepori, B. (2019). HEIs participations and mobility in the European Framework Programmes. 1, 1262–1269. Scopus.

Metag, J., & Schäfer, M. S. (2019). Hochschulkommunikation in Online-Medien und Social Media. In B. Fähnrich, J. Metag, S. Post, & M. S. Schäfer (Eds.), Forschungsfeld Hochschulkommunikation (pp. 363–391). Springer Fachmedien. https://doi.org/10.1007/978-3-658-22409-7_17

Mutz, R., & Daniel, H.-D. (2019a). How Should We Measure Individual Researcher`s Performance Capacity Within and Between Universities? A Multilevel Extension of the Bibliometric Quotient (BQ). In G. Catalano, C. Daraio, Gregori, Moed, & G. Ruoca (Eds.), Proceedings of the 17th International Conference on Scientometrics & Informetrics ISSI, September 2-5, 2019 Sapienza University Rom, Italy (pp. 1098–1109). International Society for Scientometrics and Informetrics. https://www.zora.uzh.ch/id/eprint/179092/

Mutz, R., & Daniel, H.-D. (2019b). How to consider fractional counting and field normalization in the statistical modeling of bibliometric data: A multilevel Poisson regression approach. Journal of Informetrics, 13(2), 643–657. https://doi.org/10.1016/j.joi.2019.03.007

Oehmer, F., & Jarren, O. (2019). Foundations as organisational science policy interfaces? An analysis of the references to foundations made during parliamentary debates in the German federal parliament. Journal of Science Communication, 18(3), A06. https://doi.org/10.22323/2.18030206

Post, S., Kleinen-von Königslöw, K., & Schäfer, M. S. (2019). Between Guilt and Obligation: Debating the Responsibility for Climate Change and Climate Politics in the Media. Environmental Communication, 13(6), 723–739. https://doi.org/10.1080/17524032.2018.1446037

Reinhart, M. (2019). Fraud and Misconduct in Research: Detection, Investigation, and Organizational Response by Nachman Ben-Yehuda and Amalya Oliver-Lumerman. American Journal of Sociology, 124(5), 1598–1600. https://doi.org/10.1086/701692

Rost, K., & Osterloh, M. (Eds.). (2019). Der Zufallsmechanismus: ein neues Paradigma für bessere Entscheidungen. Zeitschrift Für Organisation n (ZfO), 3/2019.

Schäfer, M. S., Kessler, S. H., & Fähnrich, B. (2019). Analyzing science communication through the lens of communication science: Reviewing the empirical evidence. In A. Leßmöllmann, M. Dascal, & T. Gloning (Eds.), Science Communication (pp. 77–104). De Gruyter Mouton. https://doi.org/10.1515/9783110255522-004

Schäfer, M. S., & North, P. (2019). Are social media making constructive climate policymaking harder? In M. Hulme (Ed.), Contemporary Climate Change Debates. Routledge.

Scharrer, L., Stadtler, M., & Bromme, R. (2019a). Biased recipients encounter biased sources: Effect of ethical (dis‐)agreement between recipient and author on evaluating scientific claims. Applied Cognitive Psychology, 33(6), 1165–1177. https://doi.org/10.1002/acp.3563

Scharrer, L., Stadtler, M., & Bromme, R. (2019b). Judging scientific information: Does source evaluation prevent the seductive effect of text easiness? Learning and Instruction, 63, 101215. https://doi.org/10.1016/j.learninstruc.2019.101215

Sporn, B. (2019). Adaptive University Structures. In P. O. Teixeira, A. Veiga, M. J. Rosa, & A. M. Magalhães (Eds.), Under pressure: higher education institutions coping with multiple challenges (pp. 37–54). Brill Sense.

Thies, K., & Kordts-Freudinger, R. (2019a). German higher education academic staff’s positive emotions through work domains. International Journal of Educational Research, 98, 1–12. https://doi.org/10.1016/j.ijer.2019.08.004

Thies, K., & Kordts-Freudinger, R. (2019b). University academics’ state emotions and appraisal antecedents: an intraindividual analysis. Studies in Higher Education, 44(10), 1723–1733. https://doi.org/10.1080/03075079.2019.1665311

Teixeira, P. N., Veiga, A., João Machado Pires da Rosa, M., & Magalhães, A. (2019). Under Pressure: Higher Education Institutions Coping with Multiple Challenges. BRILL.

van der Beek, S., Bellhäuser, H., Karlen, Y., & Hertel, S. (2019). New ways in fostering self-regulated learning at university: How effective are web-based courses when compared to regular attendance-based courses? Zeitschrift Für Pädagogische Psychologie, 34(2), 117–129. https://doi.org/10.1024/1010-0652/a000254

Widmer, T., Eberli, D., & Frey, K. (2019). Evaluation of the human research act: analysis of the quality of selected human research projects. Widmer, Thomas; Eberli, Daniela; Frey, Kathrin (2019). Evaluation of the Human Research Act: Analysis of the Quality of Selected Human Research Projects. Zurich: University of Zurich. Dept. of Political Science. https://doi.org/10.5167/uzh-184264

Widmer, T., Frey, K., Eberli, D., Schläpfer, B., & Rickenbacher, J. (2019). Evaluation des Humanforschungsgesetzes (HFG): Schlussbericht. Widmer, Thomas; Frey, Kathrin; Eberli, Daniela; Schläpfer, Basil; Rickenbacher, Julia (2019). Evaluation des Humanforschungsgesetzes (HFG): Schlussbericht. Zürich: Institut für Politikwissenschaft. https://doi.org/10.5167/uzh-178458

Wilhelm, E. (2019a). Aufklärung und Wissenschaft in der Krise : Wiederbelebung der Religionen? https://doi.org/10.21256/ZHAW-18448

Wilhelm, E. (2019b). The university as an open platform? : a critique of agility. https://doi.org/10.21256/ZHAW-18134

Wilhelm, E. (2019c). Wissenschaft und Demokratie in der Krise? Neue Zürcher Zeitung, 9. https://doi.org/10.21256/zhaw-18228

Zacharewicz, T., Lepori, B., Reale, E., & Jonkers, K. (2019). Performance-based research funding in EU Member States - A comparative assessment. Science and Public Policy, 46(1), 105–115. Scopus. https://doi.org/10.1093/scipol/scy041

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2018

Backes-Gellner, U., Bäker, A., & Pull, K. (2018). The Opportunity Costs of Becoming a Dean: Does Leadership in Academia Crowd Out Research? Schmalenbach Business Review, 70(2), 189–208. https://doi.org/10.1007/s41464-018-0048-0

Backes-Gellner, U., Böhringer, C., Cantner, U., Harhoff, D., Ott, I., & Schnitzer, M. (2018a). Commission of Experts for Research and Innovation - 2018 “Research, Innovation and Technological Performance in Germany.” Buch- und Offsetdruckerei H. Heenemann GmbH & Co. KG. https://www.zora.uzh.ch/id/eprint/150351/

Backes-Gellner, U., Böhringer, C., Cantner, U., Harhoff, D., Ott, I., & Schnitzer, M. (2018b). EFI-Jahresgutachten 2018 “Forschung, Innovation und technologische Leistungsfähigkeit Deutschlands” (Expertenkommission Forschung und Innovation (EFI), Ed.). Buch- und Offsetdruckerei H. Heenemann GmbH & Co. KG. https://www.zora.uzh.ch/id/eprint/172253/

Boitier, M., Riviere, A., Wenzlaff, F., & Hattke, F. (2018). Hybrid Organizational Responses to Institutional Complexity: A Cross-Case Study of Three European Universities. Management International / International Management / Gestiòn Internacional, 22(4), 121–135. https://doi.org/10.7202/1060842ar

Bos, W., Daniel, H. D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Rossbach, H.-G., Seidel, T., Tippelt, R., & Wössman, L. (2018). Digitale Souveränität und Bildung (Vereinigung der Bayerischen Wirtschaft, Ed.; 1. Auflage). Waxmann.

Brendel, S., Brinker, T., Kordts-Freudinger, R., & Scholkmann, A. (2018). Empfehlungen zur Qualifizierung und Weiterbildung der hochschuldidaktisch Tätigen: Auf dem Weg zur gekonnten Beruflichkeit. In A. Scholkmann, S. Brendel, T. Brinker, & R. Kordts-Freudinger (Eds.), Zwischen Qualifizierung und Weiterbildung: Reflexionen zur gekonnten Beruflichkeit in der Hochschuldidaktik (Vol. 134). wbv Media. https://www.alexandria.unisg.ch/256043/

Bromme, R., & Beelmann, A. (2018). Transfer Entails Communication: The Public Understanding of (Social) Science as a Stage and a Play for Implementing Evidence-Based Prevention Knowledge and Programs. Prevention Science, 19(3), 347–357. https://doi.org/10.1007/s11121-016-0686-8

Bromme, R., Stadtler, M., & Scharrer, L. (2018). The provenance of certainty: Multiple source use and the public engagement with science. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use (pp. 269–284). Routledge, Taylor & Francis Group.

Bucchi, M. (2018). ‘The winner takes it all?’ Nobel laureates and the public image of science. Public Understanding of Science, 27(4), 390–396. https://doi.org/10.1177/0963662518764948

Buhl, H. M., Bohndick, C., Bonanati, S., Greiner, C., Hilkenmeier, J., & Kordts-Freudinger, R. (2018). Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums. In M. Krämer, S. Preiser, & K. Brusdeylins (Eds.), Psychologiedidaktik und Evaluation XII: Vol. XII (pp. 351–357). Shaker. https://www.alexandria.unisg.ch/256324/

Busemeyer, M. R., Garritzmann, J. L., Neimanns, E., & Nezi, R. (2018). Investing in education in Europe: Evidence from a new survey of public opinion. Journal of European Social Policy, 28(1), 34–54. https://doi.org/10.1177/0958928717700562

Chassonnery-Zaïgouche, C., Herfeld, C. S., & Pinzón-Fuchs, E. (2018). New Scope, New Sources, New Methods? An Essay on Contemporary Scholarship in History of Economic Thought Journals, 2016-2017 (SSRN Scholarly Paper ID 3175929). Social Science Research Network. https://doi.org/10.2139/ssrn.3175929

Claveau, F., & Herfeld, C. S. (2018). Social Network Analysis: A Complementary Method of Discovery for the History of Economics (SSRN Scholarly Paper ID 3141762). Social Science Research Network. https://papers.ssrn.com/abstract=3141762

Criblez, L. (2018). Ein window of opportunity als Bedingung für Bildungsreformen: das Beispiel der Bildungsexpansion in der Schweiz. In W. Göttlicher, J.-W. Link, & E. Matthes (Eds.), Bildungsreform als Thema der Bildungsgeschichte (pp. 247–264). Julius Klinkhardt. https://www.zora.uzh.ch/id/eprint/166632/

Criblez, L., & Manz, K. (2018). Die kantonalen Erziehungsdirektoren im nationalen Parlament: Akteurverflechtungen im bildungspolitischen Mehrebenensystem (1848–1980). Traverse: Zeitschrift für Geschichte, Zürich, 25(3), 73–86. https://www.zora.uzh.ch/id/eprint/166629/

Daniel, H.-D. (2018a). Hochschule. In Vereinigung der Bayerischen Wirtschaft, W. Bos, H. D. Daniel, B. Hannover, O. Köller, D. Lenzen, N. McElvany, H.-G. Rossbach, T. Seidel, R. Tippelt, & L. Wössman, Digitale Souveränität und Bildung (1. Auflage, pp. 166–195). Waxmann.

Daniel, H.-D. (2018b). Internationalization in German Higher Education. In R. M. Helms, L. E. Rumbley, & L. Brajkovic (Eds.), Mapping Internationalization Globally: National Profiles and Perspectives (pp. 18–21).

Eigenmann, P. (2018). Vom Aktivismus zur Professionalität: Voraussetzungen und Folgen der Institutionalisierung interkultureller Pädagogik in den 1980er-Jahren. Jahrbuch für Historische Bildungsforschung, 23(23), 98–118. PDF

Euler, D., & Sporn, B. (2018). Editorial: Institutionelle Differenzierung und Profilbildung im Hochschulbereich. Zeitschrift für Hochschulentwicklung, 13(3), 9–15. https://doi.org/10.3217/zfhe-13-03/01

Frost, J., & Hattke, F. (2018). Governing Collective Action – The Impetus for University Commons. European Review, 26(S1), S70–S84. https://doi.org/10.1017/S1062798717000552

Füchslin, T., Schäfer, M. S., & Metag, J. (2018). A Short Survey Instrument to Segment Populations According to Their Attitudes Toward Science. Scale Development, Optimization and Assessment. Environmental Communication, 12(8), 1095–1108. https://doi.org/10.1080/17524032.2018.1461673

Gross, J., Balestra, S., & Backes-Gellner, U. (2018). Class Size in Early Grades, Student Grit and Later School Outcomes (Working Paper No. 0129; Economics of Education Working Paper Series). Swiss Leading House “Economics of Education.” https://ideas.repec.org/p/iso/educat/0129.html

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