@inbook{11402,
  abstract     = {{In diesem Artikel geht es um die Bedeutung von Selbstbildung im Hochschulstudium und wie Studierende ihre Fähigkeit zur Selbstbildung verbessern können. Der Artikel diskutiert verschiedene Lehrmethoden und Initiativen, die dazu beitragen können, die Selbstkompetenzförderung strukturell zu verankern. Es werden auch adaptive, lernzielorientierte Kurse vorgestellt, die den Einsatz von Algorithmen der künstlichen Intelligenz nutzen, um Studierenden hochgradig individualisierte Bildungswege zu ermöglichen. Der Artikel schließt mit einer Diskussion darüber, wie die Hochschuldidaktik dazu beitragen kann, die Selbstbildungskompetenz der Studierenden zu fördern. (Autor); This article is about the importance of self-education in higher education and how students can improve their ability to self-educate. The article discusses various teaching methods and initiatives that can help to structurally embed self-education. It also presents adaptive learning goal-oriented courses that leverage the use of artificial intelligence algorithms to provide students with highly individualized educational pathways. The article concludes with a discussion of how higher education didactics can help promote students’ self-education skills.}},
  author       = {{Schmohl, Tobias and Go, Stefanie}},
  booktitle    = {{(Selbst-)Lernkompetenzen Studierender stärken: Unterstützungsangebote – Beratung – Lernräume. Sammelband zur Fachtagung "(Selbst-)Lernunterstützung an Hochschulen – wieso noch mal?" am 15. und 16.10.2020 an der Technischen Universität Kaiserslautern}},
  editor       = {{Haberer, Monika  and Günther, Dorit  and Köhler , Janina }},
  keywords     = {{Selbstbildung, Studium, Selbstkompetenz, Lehrmethode, Adaptiver Unterricht, Künstliche Intelligenz, Hochschuldidaktik, Lerngegenstand, Wissen, Bildungsbiografie, Hochschule, Student, Self-education, Academic studies, Teaching method, Artificial intelligence, University didactics, Knowledge, School career, Higher education institute, Male student}},
  pages        = {{35--45}},
  publisher    = {{Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau, Zentrum für Innovation und Digitalisierung in Studium und Lehre (ZIDiS) }},
  title        = {{{Selbstbildung als Proprium akademischer Didaktik? Ein kritischer Zwischenruf}}},
  doi          = {{https://doi.org/10.25656/01:27948}},
  year         = {{2023}},
}

@misc{8328,
  abstract     = {{Industrial Marketing Management (IMM) has made academic-practitioner articles central to its development strategy, creating a section to incubate articles co-authored by academics and practitioners. In this editorial, we provide insight to the current state of academic-practitioner articles in Industrial Marketing Management, outline suitable research methodologies, and provide guidelines for prospective authors.}},
  author       = {{van der Borgh, Michel and Schäfers, Tobias and Lindgreen, Adam and Di Benedetto, C. Anthony}},
  booktitle    = {{  Industrial marketing management : the international journal for industrial and high-tech firms}},
  issn         = {{1873-2062}},
  keywords     = {{Academic-practitioner, Research, Rigor, Relevance}},
  number       = {{5}},
  pages        = {{A1--A6}},
  publisher    = {{Elsevier}},
  title        = {{{Moving the needle: Publishing academic-practitioner research in Industrial Marketing Management}}},
  doi          = {{10.1016/j.indmarman.2022.03.015}},
  volume       = {{103}},
  year         = {{2022}},
}

@misc{9650,
  abstract     = {{In Germany, there is much academic discourse on and scientific inquiry into pedagogical issues of science teaching and learning at the school level. Concepts like ‘Bildung’ (inquiry-based self-formation) or ‘Didaktik’ (instruction-based reflections on teaching) are almost directly associated with institutions or actors rooted in pedagogical departments. Unfortunately, those departments rarely focus on issues of science teaching and learning at the University level – and if they do so, they most often try to apply conceptions and models borrowed from upper or post-secondary education. The few research-based institutions that address specific issues of higher education are commonly fitted out so that they are nowhere near the impacts of research institutions covering teaching methodology in primary or secondary education, for example. Yet from an international perspective, the university as an institution does hold a great potential to improve educational practice in a systematic, cross-disciplinary and research-based way. Around the globe, more and more institutions rely on the notion of scholarship in this context: ‘The improvement of learning and teaching is dependent upon the development of scholarship and research in teaching’ (Prosser & Trigwell, 1999, p. 8). If incorporated at the heart of tertiary education, scholarship could contribute to develop new faculty in the German higher-educational sector.
}},
  author       = {{Schmohl, Tobias}},
  booktitle    = {{ International Conference New Perspectives in Science Education }},
  keywords     = {{Scholarship of Teaching and Learning, Scholarship of Academic Development, Higher Education, community building}},
  location     = {{Florence, Italy}},
  publisher    = {{libreriauniversitaria.it edizioni}},
  title        = {{{Towards a New Scholarship of German Science Education}}},
  year         = {{2018}},
}

@misc{7592,
  author       = {{Schmohl, Tobias}},
  booktitle    = {{The Future of Education}},
  isbn         = {{ ‎ 978-8862928687}},
  keywords     = {{Scholarship of Academic Development, Scholarship of Teaching and Learning}},
  location     = {{Florenz}},
  pages        = {{317--321}},
  publisher    = {{Libreriauniversitaria.it}},
  title        = {{{The research—education nexus: Basic premises and practical application of the "Scholarship" movement}}},
  volume       = {{7}},
  year         = {{2017}},
}