Boosting the Employability of Students and Staff at European Higher Education Institutions: An Educational Framework for Entrepreneurship, Internationalisation and Innovation

[EN] Globalisation has altered the conditions of work and learning in Europe. Many European countries specialise in non-offshorable, knowledge- and skill-intensive tasks which require a highly educated workforce that is able to interact in global settings. European Higher Education Institutions (HEI) face the challenge of meeting the increased demand for skills of globalised work environments. In order to do this, HEI need to adapt their educational concepts. This involves promoting internationalisation, entrepreneurial and innovation skills. This paper aims to develop an educational framework for boosting student and staff employability at European HEI. It further adds to the practical dimension of HEI internationalisation, entrepreneurship education and innovation pedagogy by presenting an example how these interrelated concepts can be integrated into the curricula of HEI. At the methodological level this implies broadening traditional content-focused curricula and making use of active teaching methods that foster deep learning, best acquired in real work situations. Taking internationalisation serious further entails building up virtual learning networks and tapping the full potential of e-learning.Saulich, C.; Lehmann, T. (2017). Boosting the Employability of Students and Staff at European Higher Education Institutions: An Educational Framework for Entrepreneurship, Internationalisation and Innovation. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 899-907. https://doi.org/10.4995/HEAD17.2017.546089990

On the back of a beer coaster – Simple estimates for costs and revenues in business modelling

Validating the profit formula of a business idea is a difficult task for students and entrepreneurs alike. With the “Business Coaster” we present a simple tool that helps students to get in touch with numbers and design the value capture-side of a business model

Transnational student consultancy – an integrated approach to business students’ learning

[EN] Higher Education Institutions (HEI) are under pressure to enhance graduate employability. The concept of graduate employability refers to a mix of specific skills, knowledge, and personal attributes; among others internationalisation, innovation, and entrepreneurship skills. This paper asks the question: How can HEI enhance students’ internationalisation, innovation, and entrepreneurship skills in order to foster graduate employability? The authors provide insights into a transnational student consultancy teaching approach that was implemented simultaneously at five European HEI in the winter term of 2017/2018. The paper adds to the practical dimension of internationalisation, entrepreneurship education, and innovation pedagogy by presenting an example of how these interrelated concepts can be integrated into a course for business students. The authors discuss important challenges of implementing transnational consultancy projects at HEI, such as varying academic calendars and administrative requirements, matching student teams and small and medium-sized enterprises (SMEs), as well as managing expectations. Based on participant feedback, this paper  draws three lessons learned for lecturers that are involved in transnational teaching projects.http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Lehmann, T.; Saulich, C.; Wohlgemuth, V. (2018). Transnational student consultancy – an integrated approach to business students’ learning. Editorial Universitat Politècnica de València. 303-311. https://doi.org/10.4995/HEAD18.2018.7983OCS30331

Time matters! Graphical support as well?

Um Verhandlungsprozesse zu untersuchen, können verschiedenartige Methoden verwendet werden. Phasenanalyse ist eine adäquate Methode um den Faktor „Zeit“ in die Untersuchung von Verhandlungsprozessen einfließen zu lassen. In der gegenwärtigen Diplomarbeit werden elektronische Verhandlungsprozesse analysiert und es wird getestet, ob verschiedenartige Phasenstrukturen feststellbar sind und ob diese Modellen aus der traditionellen Verhandlungstheorie gleichen. Um die Phasenanalyse durchzuführen, wird eine innovative, neuartige datengeleitete Methode angewendet. Die Besonderheit dieser Diplomarbeit liegt in der Untersuchung verschiedener Verhandlungsgruppen, die durch unterschiedliche Systeme während der Verhandlungen unterstützt wurden, und der daraus entstehenden Möglichkeit, verschiedene Phasenstrukturen zu erkennen und diese mit dem Grad der Unterstützung in Verbindung zu bringen. Da dieses Phänomen bislang nicht untersucht wurde, eröffnen sich durch die Analyse neue Einblicke in Phasenstrukturen elektronischer Verhandlungen und die Resultate der Studie deuten darauf hin, dass graphische Unterstützung, wenn der „Negotiation Dance Graph“ zur Verfügung gestellt wird, zu unterschiedlichen Verhandlungsphasen während dem Verhandlungsprozess führt. Unterschiede im Phasenverlauf zeigen sich im Zwei-Phasen-Modell sowie im Vier-Phasen-Modell zwischen der „Dance Gruppe“ und den anderen Experimentalgruppen

Cheapest Is dearest, though far from professional: A qualitative study on the use of social media during the Federal Election 2021 in Germany

Like in other areas, the importance of social media in the German political communication landscape has rapidly grown in recent years. The purpose of this study is to examine how the communication professionals of the different parties of the German Bundestag describe and characterize the role of social media in their political communication, especially in the last federal election in 2021. This research fills a critical gap by investigating 13 semiopen qualitative interviews with both political and strategic officials of the eight parties represented in the German Bundestag. By doing so, it provides insights into current and future social media practices and their level of professionalization in the German political sphere. Both the sample and focus of this study are, to our knowledge, unique in their nature. The results indicate that, while social media is seen as one of the most important channels to both inform and communicate with potential voters, the professionalization in the field seems to be on a relatively low level. Namely, both strategic and political professionals criticize a lack of human, time, and financial resources. Therefore, the parties lack behind in their practices, particularly considering the newest trends and possibilities of social media like big data, algorithms, or monitoring practices. These results suggest that previous assumptions regarding social media as a cheap and resource-efficient practice are outdated. However, the communicators voice future efforts to catch up on these topics. Further research is needed to investigate how the parties meet these intents

New records of the Paleotropical migrant Hemianax ephippiger in the Caribbean and a review of its status in the Neotropics

Tropical America is currently experiencing the establishment of a new apex insect predator, the Paleotropical dragonfly Hemianax ephippiger (Odonata: Aeshnidae). H. ephippiger is migratory and is suggested to have colonised the eastern Neotropics by chance Trans-Atlantic displacement. We report the discovery of H. ephippiger at three new locations in the Caribbean, the islands of Bonaire, Isla de Coche (Venezuela), and Martinique, and we review its reported distribution across the Neotropics. We discuss the establishment of H. ephippiger as a new apex insect predator in the Americas, both in terms of ecological implications and the possible provision of ecosystem services. We also provide an additional new species record for Bonaire, Pantala hymenaea (Odonata: Libellulidae).Peer reviewe

Findings Related to Cerebrospinal Fluid and Central Nervous System Disorders in Small Ruminants—A Retrospective Study on Sheep and Goats

Background: Small ruminants often suffer from central nervous system (CNS) disorders, and cerebrospinal fluid (CSF) analysis can be used as a diagnostic tool in this regard. In small animals and cattle, specific CSF patterns have been defined for specific disease categories. No data exist regarding CSF results obtained from small ruminants and their association with certain CNS diseases. Objectives: The objective of this study was to retrospectively investigate CSF findings obtained from sheep and goats and to identify possible CSF patterns associated with disease categories. Methods: CSF samples and medical records from 44 sheep and 27 goats were included in this study. All animals were presented to the Veterinary Teaching Hospital Zurich of the Veterinary Teaching Hospital Zurich of the Vetsuisse Faculty of the University of Zurich between 2003 and 2016 and had either a confirmed CNS diagnosis or showed CSF changes without a specific CNS diagnosis. Results: Mixed mononuclear pleocytosis was the most common CSF pattern in sheep (25%), followed by monocytic pleocytosis (21%). Lymphocytic pleocytosis was most frequently found in goats (37%). In 75% of sheep and 56% of goats, infectious CNS diseases were diagnosed, with listeriosis being the most common infectious disease in both species, followed by parasitic disorders (nematodiasis and coenurosis). Conclusions: The cytologic CSF patterns in small ruminants are mainly based on the increased presence of monocytic and lymphocytic cells with variable quantitative expression, whereas neutrophilic pleocytosis and cytoalbuminologic dissociation were rare findings. Infectious diseases of bacterial origin were the most common underlying causes for CSF alterations in sheep and goats, followed by parasitic disorders. The pleocytosis type is not helpful for differentiating disease types

Test-retest reliability of the Shape/Texture Identification testTM in people with chronic stroke

To evaluate the test-retest reliability of the Shape/Texture Identification test (STI-test(TM)) in persons with chronic stroke

Dritte Dresdner Kinderstudie 2012: Lebenslagen Dresdner Mädchen und Jungen

Nach 2000 und 2005 wurden nunmehr zum dritten Mal Dresdner Kinder und Jugendliche durch die Forschungsgruppe Kinder und Jugend an der TU Dresden unter Leitung von Prof. Dr. Karl Lenz zu ihrer Lebenssituation, ihren Problemen und Möglichkeiten befragt. Durch die wiederholten Erhebungen lassen sich Vergleiche ziehen sowie Trends und Entwicklungen ablesen, wie sich die Lage der Dresdner Mädchen und Jungen innerhalb der letzten 10 Jahre verändert hat. Im Rahmen der Dritten Dresdner Kinderstudie wurden etwas mehr als 2.000 Dresdner Kinder im Alter von 9 bis 15 Jahren befragt. Durch die große Anzahl von Befragten sind nicht nur Aussagen für die gesamte Stadt, sondern auch differenzierte Aussagen über die Lebenslage der Kinder in den einzelnen Ortsamtsbereichen bzw. Ortschaften möglich. Ähnlich den PISA-Studien handelt es sich bei der Stichprobe der Dritten Dresdner Kinderstudie um eine quotierte Klumpenstichprobe. Die Auswahl der befragten Schüler/-innen erfolgt daher nach dem Zufallsprinzip. Anders als in den Vorgängerstudien sind nicht nur Gymnasien, Grund- und Mittelschulen in der Erhebung berücksichtigt, sondern auch Dresdner Förderschulen. Um den altersspezifischen Fähigkeiten der Schüler gerecht zu werden, wurden insgesamt sechs verschiedene Fragenbögen verwendet, die sich inhaltlich stark ähneln, aber sich in ihrem Umfang und ihren Anforderungen unterscheiden. Die Bereitschaft der Schulen, der Eltern und auch der Kinder, an der Dritten Dresdner Kinderstudie mitzuwirken, war wiederum sehr groß. Die Befragungen fanden im März 2010 statt.:Vorwort ......................................................................................................... 5 1. Einleitung ................................................................................................... 8 2. Familie: Lebensformen, Bezugspersonen und Beziehungsqualität .................... 14 2.1 Lebens- und Wohnformen ...................................................................................... 14 2.2 Soziale Netzwerke Dresdner Kinder und Jugendlicher........................................... 20 2.3 Gemeinsame Aktivitäten, Partizipation, Konflikte und Sanktionspraktiken ............ 28 2.4 Eltern-Kind-Beziehungen und Familienklima ........................................................... 49 2.5 Freiräume und Individuierung ................................................................................. 55 3. Schule: Schulkultur, Zeitbudget und Freizeitangebot ....................................... 59 3.1 Schulkultur ............................................................................................................... 59 3.2 Ängste im Schulkontext .......................................................................................... 64 3.3 Schulweg ................................................................................................................. 65 3.4 Hausaufgaben ......................................................................................................... 69 3.5 Freude an der Schule .............................................................................................. 70 3.6 Teilnahme am schulischen Freizeitangebot ............................................................ 71 3.7 Angestrebter Schulabschluss ................................................................................. 73 4. Freizeit und Freizeitverhalten ....................................................................... 75 4.1 Nutzung von Freizeitangeboten .............................................................................. 75 4.2 Zufriedenheit mit den Freizeitangeboten ................................................................ 78 4.3 Erreichbarkeit von Freizeitangeboten ..................................................................... 80 4.4 Freizeitaktivitäten und Zeitbudget ........................................................................... 82 5. Problemlagen und Problemverhalten ........................................................... 89 5.1 Arbeitslosigkeit der Eltern und Lebensqualität der Kinder und Jugendlichen in Dresden .................................................................................................................. 89 5.2 Zwischen Verkehr und schimpfenden Nachbarn – Probleme in den Wohngebieten von Dresdner Kindern und Jugendlichen ...................................... 94 5.3 Erschöpfung, Unruhe, Angst – gesundheitliche Beschwerden und Stresssymptome Dresdner Schülerinnen und Schüler ......................................... 97 5.4 Rauchen, Alkohol- und Drogenkonsum ................................................................ 102 5.5 Gewalt aus Täter- und Opferperspektive .............................................................. 109 5.5.1 Gewalterfahrungen aus Opfersicht................................................................. 110 5.5.2 Gewalterfahrungen aus Tätersicht.................................................................. 113 5.5.3 Täter und Opfer – eine Gegenüberstellung .................................................... 116 5.5.4 Orte der Gewalterfahrung ............................................................................... 117 6. Finanzielle Ressourcen: Zufriedenheit und Quellen ...................................... 119 6.1 Wöchentlich verfügbare Geldbeträge ................................................................... 119 6.2 Einschätzung der finanziellen Lage der Familie im Vergleich zu Mitschülerinnen und Mitschülern .................................................................................................... 121 6.3 Herkunft des Geldes ............................................................................................. 123 6.4 Zufriedenheit mit verfügbaren Geldbeträgen ........................................................ 124 7. Partizipation ............................................................................................ 127 8. Anlage und Durchführung der Studie .......................................................... 132 8.1 Durchführung ......................................................................................................... 132 8.2 Stichprobe ............................................................................................................. 133 Literatur ...................................................................................................... 137 Abbildungs- und Tabellenverzeichnis .............................................................. 14

Les fantômes se font hanter aussi: Interview von Nic Ulmi

Les histoires de spectres ne sont pas toujours ce qu’elles paraissent