Publications

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

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

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

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

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

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

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.

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.

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

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

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.

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.

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

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

Jerke, J., Johann, D., Rauhut, H., Thomas, K., & Velicu, A. (2021). Handle with Care: Implementation of the List Experiment and Crosswise Model in a Large-scale Survey on Academic Misconduct. Field Methods, 1525822X20985629. https://doi.org/10.1177/1525822X20985629

Johann, D., & Mayer, S. J. (2021). Do Interviewers Affect Measures of Factual Political Knowledge? Evidence from Austria and Germany. International Journal of Public Opinion Research, edab002. https://doi.org/10.1093/ijpor/edab002

Kordts-Freudinger, R., Schaper, N., Scholkmann, A., Szczyrba, B., & Uni-Taschenbücher GmbH. (2021). Handbuch Hochschuldidaktik. (1st ed.). wbv.

Maag Merki, K. (2021). Empirische Bildungsforschung im deutschsprachigen Raum. Rückblick und Ausblick. Swiss Journal of Educational Research, 43(1), 41–50. https://doi.org/10.24452/sjer.43.1.4

Mede, N. G., Schäfer, M. S., Ziegler, R., & Weißkopf, M. (2021). The “replication crisis” in the public eye: Germans’ awareness and perceptions of the (ir)reproducibility of scientific research. Public Understanding of Science, 30(1), 91–102. https://doi.org/10.1177/0963662520954370

Metag, J. (2021). Tension between visibility and invisibility: Science communication in new information environments. Studies in Communication Sciences, 1–16–1–16. https://doi.org/10.24434/j.scoms.2021.01.009

Neugebauer, M., Daniel, H.-D., & Wolter, A. (Eds.). (2021). Studienerfolg und Studienabbruch. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-32892-4

Ochsner, M. (2021a). 2.5 Bibliometrics in the Humanities, Arts and Social Sciences. In R. Ball (Ed.), Handbook bibliometrics (pp. 117–124). De Gruyter Saur. 

Ochsner, M. (2021b). Relationship between Peer Review and Bibliometrics. In R. Ball (Ed.), Handbook Bibliometrics (pp. 125–132). De Gruyter Saur. https://doi.org/10.1515/9783110646610-014

Ochsner, M., Kulczycki, E., Gedutis, A., & Peruginelli, G. (2021). National Research Evaluation Systems. In Handbook Bibliometrics (pp. 99–106). De Gruyter Saur. https://doi.org/10.1515/9783110646610-011

Pfister, C., Koomen, M., Harhoff, D., & Backes-Gellner, U. (2021). Regional innovation effects of applied research institutions. Research Policy, 50(4), 104197. https://doi.org/10.1016/j.respol.2021.104197

Reinhart, M. (2021). Open Science as an Engine of Anxiety: How Scientists Promote and Defend the Visibility of Their Digital Selves, while Becoming Fatalistic about Academic Careers [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/2vr7j

Reinhart, M., & Schendzielorz, C. (2021). Trends in Peer Review [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/nzsp5

Rost, K., Doehne, M., & Osterloh, M. (2021). Richter*in per Los. Justice - Justiz - Giustizia, 1. https://richterzeitung.weblaw.ch/rzissues/2021/1/richter-in-per-los_3d0810b646.html__ONCE

Rost, K., Döhne, M., Osterloh, M., & Berger, J. (2021). Führungskräfteauswahl per Los. Personalmagazin, 40–43.

Schäfer, M. S., & Metag, J. (2021). Audiences of science communication between pluralisation, fragmentation and polarisation. In M. Bucchi & B. Trench (Eds.), Routledge handbook of public communication of science and technology (Third edition). Routledge.

Schäfer, M. S., & Painter, J. (2021). Climate journalism in a changing media ecosystem: Assessing the production of climate change‐related news around the world. WIREs Climate Change, 12(1). https://doi.org/10.1002/wcc.675

Schlegel, T., Pfister, C., Harhoff, D., & Backes-Gellner, U. (2021). Innovation effects of universities of applied sciences: an assessment of regional heterogeneity. The Journal of Technology Transfer. https://doi.org/10.1007/s10961-020-09839-w

Schoen, C., & Rost, K. (2021). What really works?! Evaluating the effectiveness of practices to increase the managerial diversity of women and minorities. European Management Journal, 39(1), 95–108. https://doi.org/10.1016/j.emj.2020.06.005

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.

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/

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