TY  - CHAP
A1  - Barnat, Miriam
A1  - Bosse, Elke
T1  - The challenge of creating meta-inferences: Combining data representing institutional and individual perspectives on first-year support in higher education
T2  - 9th Conference on Social Science Methodology of the International Sociological Association, Leicester, UK
Y1  - 2016
N1  - RC33 Conference 2016
SP  - 1
EP  - 20
ER  - 
TY  - JOUR
A1  - Barnat, Miriam
A1  - Faria, Joana Abelha
A1  - Bosse, Elke
T1  - Heterogenität und Studierfähigkeit: Erste Ergebnisse einer Längsschnittbefragung
JF  - Qualität in der Wissenschaft: QiW ; Zeitschrift für Qualitätsentwicklung in Forschung, Studium und Administration
Y1  - 2017
SN  - 1860-3041
N1  - gedruckt in der Bereichsbibliothek Eupener Str. vorhanden
VL  - 11
IS  - 1
SP  - 17
EP  - 24
PB  - UVW Universitäts-Verlag Webler
CY  - Bielefeld
ER  - 
TY  - CHAP
A1  - Barnat, Miriam
A1  - Bosse, Elke
A1  - Mergner, Julia
A1  - Jänsch, Vanessa
T1  - Entwicklung studienrelevanter Kompetenzen im Zusammenspiel mit Studieneinstiegsangeboten
T2  - KoBF-Auswertungsworkshop 31.05.-01.06.2017
Y1  - 2017
ER  - 
TY  - CHAP
A1  - Bosse, Elke
A1  - Barnat, Miriam
ED  - Jenert, Tobias
ED  - Reinmann, Gabi
ED  - Schmohl, Tobias
T1  - Kombination quantitativer und qualitativer  Methoden zur Untersuchung der Studieneingangsphase
T2  - Hochschulbildungsforschung. Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik
Y1  - 2019
SN  - 978-3-658-20308-5
SP  - 169
EP  - 184
PB  - Springer VS
CY  - Wiesbaden
ER  - 
TY  - JOUR
A1  - Bohndick, Carla
A1  - Bosse, Elke
A1  - Jänsch, Vanessa K.
A1  - Barnat, Miriam
T1  - How different diversity factors affect the perception of first-year requirements in higher education
JF  - Frontline Learning Research
N2  - 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.
Y1  - 2021
U6  - http://dx.doi.org/10.14786/flr.v9i2.667
SN  - 2295-3159
VL  - 9
IS  - 2
SP  - 78
EP  - 95
PB  - EARLI
ER  -