@article{BohndickBosseJaenschetal.2021, author = {Bohndick, Carla and Bosse, Elke and J{\"a}nsch, Vanessa K. and Barnat, Miriam}, title = {How different diversity factors affect the perception of first-year requirements in higher education}, series = {Frontline Learning Research}, volume = {9}, journal = {Frontline Learning Research}, number = {2}, publisher = {EARLI}, issn = {2295-3159}, doi = {10.14786/flr.v9i2.667}, pages = {78 -- 95}, year = {2021}, abstract = {In the light of growing university entry rates, higher education institutions not only serve larger numbers of students, but also seek to meet first-year students' ever more diverse needs. Yet to inform universities how to support the transition to higher education, research only offers limited insights. Current studies tend to either focus on the individual factors that affect student success or they highlight students' social background and their educational biography in order to examine the achievement of selected, non-traditional groups of students. Both lines of research appear to lack integration and often fail to take organisational diversity into account, such as different types of higher education institutions or degree programmes. For a more comprehensive understanding of student diversity, the present study includes individual, social and organisational factors. To gain insights into their role for the transition to higher education, we examine how the different factors affect the students' perception of the formal and informal requirements of the first year as more or less difficult to cope with. As the perceived requirements result from both the characteristics of the students and the institutional context, they allow to investigate transition at the interface of the micro and the meso level of higher education. Latent profile analyses revealed that there are no profiles with complex patterns of perception of the first-year requirements, but the identified groups rather differ in the overall level of perceived challenges. Moreover, SEM indicates that the differences in the perception largely depend on the individual factors self-efficacy and volition.}, language = {en} } @book{BuchholtzBarnatBosseetal.2019, author = {Buchholtz, Nils and Barnat, Miriam and Bosse, Elke and Heemsoth, Tim and Vorh{\"o}lter, Katrin and Wibowo, Jonas}, title = {Praxistransfer in der terti{\"a}ren Bildungsforschung: Modelle, Gelingensbedingungen und Nachhaltigkeit}, publisher = {Hamburg University Press}, address = {Hamburg}, isbn = {978-3-943423-72-3}, pages = {232 Seiten}, year = {2019}, language = {de} } @inproceedings{BosseDeClercqBarnat2018, author = {Bosse, Elke and De Clercq, Mikael and Barnat, Miriam}, title = {The Role of Diversity for the Transition to Higher Education}, series = {EARLI SIG 4, Giessen}, booktitle = {EARLI SIG 4, Giessen}, pages = {13 Folien}, year = {2018}, language = {en} } @incollection{BosseBarnat2019, author = {Bosse, Elke and Barnat, Miriam}, title = {Kombination quantitativer und qualitativer Methoden zur Untersuchung der Studieneingangsphase}, series = {Hochschulbildungsforschung. Theoretische, methodologische und methodische Denkanst{\"o}ße f{\"u}r die Hochschuldidaktik}, booktitle = {Hochschulbildungsforschung. Theoretische, methodologische und methodische Denkanst{\"o}ße f{\"u}r die Hochschuldidaktik}, editor = {Jenert, Tobias and Reinmann, Gabi and Schmohl, Tobias}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-20308-5}, pages = {169 -- 184}, year = {2019}, language = {de} } @incollection{BosseBarnat2019, author = {Bosse, Elke and Barnat, Miriam}, title = {Kombination qualitativer und quantitativer Methoden zur Untersuchung der Studieneinstiegsphase}, series = {Hochschulbildungsforschung : Theoretische, methodologische und methodische Denkanst{\"o}ße f{\"u}r die Hochschuldidaktik}, booktitle = {Hochschulbildungsforschung : Theoretische, methodologische und methodische Denkanst{\"o}ße f{\"u}r die Hochschuldidaktik}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-20309-2}, doi = {10.1007/978-3-658-20309-2_10}, pages = {169 -- 184}, year = {2019}, abstract = {Mit Hilfe der Kombination von qualitativen und quantitativen Verfahren zielen Mixed-Methods Ans{\"a}tze darauf ab, einen vertieften Einblick in komplexe Gegenst{\"a}nde zu gewinnen. In der Hochschulbildungsforschung finden sie zunehmend Anklang, da sie besonders geeignet erscheinen, das vielschichtige Wirkungsgef{\"u}ge zu erfassen, das das Lehren und Lernen an Hochschulen auszeichnet. Der Beitrag geht den Potenzialen von Mixed-Methods Ans{\"a}tzen am Beispiel einer Studie zur Studieneingangsphase nach, die den Wirkungszusammenhang zwischen der Nutzung von Angeboten f{\"u}r den Studieneinstieg und der Entwicklung von Studierf{\"a}higkeit untersucht. Der Beitrag veranschaulicht die Integration von Methoden und Ergebnissen, um Chancen und Grenzen von Mixed-Methods Studien f{\"u}r die Hochschulbildungsforschung zu diskutieren.}, language = {de} } @inproceedings{BarnatBosseMergneretal.2017, author = {Barnat, Miriam and Bosse, Elke and Mergner, Julia and J{\"a}nsch, Vanessa}, title = {Entwicklung studienrelevanter Kompetenzen im Zusammenspiel mit Studieneinstiegsangeboten}, series = {KoBF-Auswertungsworkshop 31.05.-01.06.2017}, booktitle = {KoBF-Auswertungsworkshop 31.05.-01.06.2017}, pages = {53 Seiten}, year = {2017}, language = {de} } @inproceedings{BarnatBosse2016, author = {Barnat, Miriam and Bosse, Elke}, title = {The challenge of creating meta-inferences: Combining data representing institutional and individual perspectives on first-year support in higher education}, series = {9th Conference on Social Science Methodology of the International Sociological Association, Leicester, UK}, booktitle = {9th Conference on Social Science Methodology of the International Sociological Association, Leicester, UK}, pages = {1 -- 20}, year = {2016}, language = {en} } @incollection{BarnatBosseTight2017, author = {Barnat, Miriam and Bosse, Elke and Tight, Malcolm}, title = {The Guiding Role of Theory in Mixed-Methods Research: Combining Individual and Institutional Perspectives on the Transition to Higher Education}, series = {Theory and Method in Higher Education Research. Vol 3}, booktitle = {Theory and Method in Higher Education Research. Vol 3}, publisher = {Emerald Publishing Limited}, isbn = {978-1-78743-222-2}, doi = {10.1108/S2056-375220170000003001}, pages = {1 -- 19}, year = {2017}, abstract = {The methodological discourse of mixed-methods research offers general procedures to combine quantitative and qualitative methods for investigating complex fields of research such as higher education. However, integrating different methods still poses considerable challenges. To move beyond general recommendations for mixed-methods research, this chapter proposes to discuss methodological issues with respect to a particular research domain. Taking current studies on the transition to higher education as an example, the authors first provide an overview of the potentials and limitations of quantitative and qualitative methods in the research domain. Second, they show the need for a conceptual framework grounded in the theory of the research object to guide the integration of different methods and findings. Finally, an example study that investigates transition with regard to the interplay of the individual student and the institutional context serves to illustrate the guiding role of theory. The framework integrates different theoretical perspectives on transition, informs the selection of the research methods, and defines the nexus of the two strands that constitute the mixed-methods design. As the interplay of individual and context is of concern for teaching and learning in general, the example presented may be fruitful for the wider field of higher education research.}, language = {en} } @article{BarnatBosseMergner2017, author = {Barnat, Miriam and Bosse, Elke and Mergner, Julia}, title = {Forschungsbasierte Qualit{\"a}tsentwicklung f{\"u}r die Studieneingangsphase}, series = {Zeitschrift f{\"u}r Hochschulentwicklung (ZFHE)}, volume = {12}, journal = {Zeitschrift f{\"u}r Hochschulentwicklung (ZFHE)}, number = {3}, issn = {2219-6994}, doi = {10.3217/zfhe-12-03/05}, pages = {71 -- 91}, year = {2017}, language = {de} } @article{BarnatFariaBosse2017, author = {Barnat, Miriam and Faria, Joana Abelha and Bosse, Elke}, title = {Heterogenit{\"a}t und Studierf{\"a}higkeit: Erste Ergebnisse einer L{\"a}ngsschnittbefragung}, series = {Qualit{\"a}t in der Wissenschaft: QiW ; Zeitschrift f{\"u}r Qualit{\"a}tsentwicklung in Forschung, Studium und Administration}, volume = {11}, journal = {Qualit{\"a}t in der Wissenschaft: QiW ; Zeitschrift f{\"u}r Qualit{\"a}tsentwicklung in Forschung, Studium und Administration}, number = {1}, publisher = {UVW Universit{\"a}ts-Verlag Webler}, address = {Bielefeld}, issn = {1860-3041}, pages = {17 -- 24}, year = {2017}, language = {de} }