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Robert Kordts

Associate Professor

Broadly speaking, my research falls into one of the following fields, the first three of which are related to teaching and learning in higher education.

 

University teachers' and students' emotions

Starting with studies on students' academic emotions, I am interested in the emotional side of studying and teaching. Previous projects have focussed on the prevalence of the emotional spectrum of university teachers' emotions, intercultural differences regarding teachers' emotions, relations between teachers' emotions and their approaches to teaching, as well as teachers' emotion regulation strategies. In this field, collaborations are ongoing with colleagues from Germany and Norway.

 

The Scholarship of Teaching and Learning (SoTL) and related approaches

On the one hand, SoTL is a productive field for me by doing it myself (investigating my own teaching, including educational development activities). Studies have, among others, covered a lecture and a small-group seminar. On the other hand, I am involved in research on SoTL from a meta perspective, where we try to both promote the approach in the German-speaking context and to investigate conditions (e.g., the ways of doing SoTL) and potential effects of doing SoTL. For this, I have collaborated with co-teachers and researchers from Germany, Switzerland and Norway.

 

The study-program level

I am interested in how the study-program level can be understood in a way that it supports the teaching and learning activities on the individual course level from the students' and the teachers' perspectives. In addition, I am involved in supporting study-program managers in developing curricula. Collaborations with colleagues in Switzerland and Norway are fruitful in this field.

 

Original discipline: Psychology 

In my original discipline, psychology, I did research on the implicit associations underlying alcohol abuse (my Diplom thesis), on motivational characteristics of the emotion relief (my PhD thesis) as well as on the cognitive processing of negated information. All of these projects were done at the University of Würzburg.

University Pedagogy/Educational Development/Hochschuldidaktik

I am currently teaching at the Program for University Pedagogy at the University of Bergen. Here, I am responsible for the following courses:

  • UPED 601: Documenting and Evaluating Teaching Effectiveness
  • UPED 602: Pedagogical Project
  • UPED 691: Becoming a Supervisor
  • UPED 695: Supervising Bachelor and Master Theses

In addition, I facilitate courses at other European universities.

 

University Teaching

In the past, I have taught in psychology both from a basic and an applied perspective, among others:

  • Educational Psychology (Paderborn University, University of St.Gallen)
  • Emotion (Paderborn University)
  • Interaction in Leadership Situations (University of St.Gallen)
  • Pedagogical Project in Teacher Practicum (Paderborn University)

 

Student Supervision

I have supervised ca. 30 bachelor and master theses and was involved in eight PhD supervision processes and committees.

 

Academic article
  • Show author(s) (2022). Faktoren für gelungene Studienprogramm-Reformen. Eine Analyse des Bachelor BWL an der Universität St.Gallen [Factors of successful study program reforms. An analysis of the bachelor management program at the University of St.Gallen]. Handbuch Qualität in Studium, Lehre und Forschung.
  • Show author(s) (2022). Faktoren für gelungene Studienprogramm-Reformen. Eine Analyse des Bachelor BWL an der Universität St.Gallen [Factors of successful study program reforms. An analysis of the bachelor management program at the University of St.Gallen]. Neues Handbuch Hochschullehre.
  • Show author(s) (2021). Wie gehen Hochschullehrende mit ihren Emotionen in der Lehre um? Eine Experience-Sampling-Befragung zum situativen Emotionsausdruck von Freude, Angst und Ärger [How do university lecturers handle their emotions during teaching? An experience-sampling study of the situational emotion expression of joy, anxiety and anger]. Zeitschrift für Empirische Hochschulforschung (ZeHf). 164-183.
  • Show author(s) (2020). Applied strategies for educational development as cultural work. ETH Learning and Teaching Journal. 403-407.
  • Show author(s) (2019). University academics’ state emotions and appraisal antecedents: an intraindividual analysis. Studies in Higher Education. 1723-1733.
  • Show author(s) (2019). German higher education academic staff’s positive emotions through work domains. International Journal of Educational Research. 1-12.
  • Show author(s) (2018). Beforschung einer eigenen Vorlesung: Effekte von Wahlfreiheit auf Leistung und Konfidenz [Researching your own lecture: Effects of choice on performance and confidence]. Zeitschrift für Hochschulentwicklung. 85-104.
  • Show author(s) (2017). Tiefenlernen im Praxissemester: Zusammenhänge mit Emotionsregulation [Deep learning in the teaching practicum: Connections to emotion regulation]. Zeitschrift für Hochschulentwicklung. 175-194.
  • Show author(s) (2017). Scholarship of Teaching and Learning in der Praxis: Integration in ein hochschuldidaktisches Modul [Scholarship of Teaching and Learning in practice: Integration into an academic development module]. Neues Handbuch Hochschullehre.
  • Show author(s) (2017). Learning and interaction at a conference. New Horizons in adult education & Human resource development. 29-38.
  • Show author(s) (2017). Feel, think, teach: Emotional underpinnings of student orientation in higher education. International Journal of Higher Education. 217-229.
  • Show author(s) (2017). Feel bad and keep steady: Emotional images and words and postural control during bipedal stance. Journal of nonverbal behavior. 305-324.
  • Show author(s) (2017). Dialog und Austausch auf Fachtagungen. Der Disqspace als hochschuldidaktisches Tagungsformat [Dialogue and exchange at conferences. The Discqspace as conference format]. Neues Handbuch Hochschullehre.
  • Show author(s) (2016). Feel the progress: Second-year students’ reflections on their first-year experience. International Journal of Higher Education. 79-90.
  • Show author(s) (2016). Differentielle Anregung von Tiefenlernstrategien durch Assessment? [Differential stimulation of deep learning strategies through assessment?] . Zeitschrift für Hochschulentwicklung. 271-292.
  • Show author(s) (2015). Nachwuchsförderung in der Hochschuldidaktik [Promoting young practitioners in academic development]. Neues Handbuch Hochschullehre.
  • Show author(s) (2015). How absent negativity relates to affect and motivation: an integrative relief model. Frontiers in Psychology.
  • Show author(s) (2013). When mode does not matter: Evaluation in-class versus out-of-class. Educational Research and Evaluation. 605-614.
  • Show author(s) (2013). Die Einstellung Hochschullehrender zum kompetenzorientierten Prüfen [Higher education teachers' attitudes towards competence-oriented assessment]. die hochschullehre.
  • Show author(s) (2012). Projektmanagement bei der Betreuung von Abschlussarbeiten [Project management for supervising theses]. Neues Handbuch Hochschullehre.
  • Show author(s) (2011). Online- versus Papier-Evaluation in der Hochschuldidaktik. Ein Erfahrungsbericht [Online versus paper evaluation in academic development]. Personal- und Organisationsentwicklung in Einrichtungen der Lehre und Forschung. 79-82.
  • Show author(s) (2010). Retraining automatic action-tendencies to approach alcohol in hazardous drinkers. Addiction. 279-287.
  • Show author(s) (2009). Fast and fragile. A new look at the automaticity of negation processing. . Experimental Psychology. 434-446.
Report
  • Show author(s) (2020). Befragung Lehre auf Distanz an der HSG im Frühjahrssemester 2020 aus Sicht von Studierenden und Dozierenden. Ereignisbericht [Survey of distance teaching at HSG in spring semester 2020 from the perspective of students and lecturers. Report]. .
  • Show author(s) (2018). Rollen- und Kompetenzprofile für hochschuldidaktisch Tätige [Role and competence profiles for educational developers]. .
Lecture
  • Show author(s) (2022). Scholarship of Teaching and Learning: What, why, how?
  • Show author(s) (2022). Nervøs og spent eller glad og begeistret? Om undervisning og følelser. The comfort zones of teaching [Nervous and or happy and excited? About teaching and feelings]. .
  • Show author(s) (2021). Nachhaltige Hochschuldidaktik auf den Ebenen der Hochschule [Sustainable educational de-velopment on the levels of higher-education institutions]. .
  • Show author(s) (2019). Weiterbildung für Hochschuldidaktiker*innen: Gegenwart und Zukunft [Further education for educational developers: Presence and future]. .
  • Show author(s) (2019). Scholarship of Teaching and Learning als Ansatz zur Bildungserforschung: Chancen und Herausforderungen [Scholarship of Teaching and Learning as approach for researching edu-cation: Opportunities and challenges].
  • Show author(s) (2019). Publizieren – wie, was und für wen? Entwicklung, Bewertung, Verbreitung und strategische Nutzung hochschuldidaktischer Publikationserzeugnisse als Beitrag zur Institutionalisierung der Hochschuldidaktik [Publish – how, what, and for whom? Development, dissemination, and strategic use of educational development publications as means of institutionalizing educa-tional development]. .
  • Show author(s) (2019). Motivation Theories: Beyond the Myths. .
  • Show author(s) (2019). Der systemische Blick: Hochschuldidaktische Tätigkeit an den Schnittstellen der Ebenen einer Hochschule [The systemic view: Educational development work at the intersections of levels at a higher education institution].
  • Show author(s) (2018). Warum Kompetenzorientierung in Modulen? [Why competence orientation in modules?] .
  • Show author(s) (2018). Scholarship of Teaching and Learning: Eine Analyse der Projekte der Universität Paderborn [An analysis of the SoTL projects at Paderborn University].
  • Show author(s) (2018). Rigour versus Relevance – Anspruch und Wirklichkeit des Scholarship of Teaching and Learning [Ideal and reality of the Scholarship of Teaching and Learning]. .
  • Show author(s) (2018). Freude, Angst, Zufriedenheit? Emotionen von Hochschullehrenden [Joy, fear, contentment? University teachers’ emotions].
  • Show author(s) (2018). Emotionen in Lehr-Lern-Prozessen [Emotions in teaching and learning processes].
  • Show author(s) (2018). Abschlussarbeiten effektiv und effizient betreuen. Eine Projektmanagement-Perspektive [Effec-tive and efficient thesis supervision. A project-management perspective]. .
  • Show author(s) (2017). Studentische Evaluation für Feedback optimieren [Optimizing student evaluations for feedback].
  • Show author(s) (2017). Scholarship of Teaching and Learning im Paderborner hochschuldidaktischen Zertifikatsprogramm [Scholarship of Teaching and Learning in the Paderborn Educational Development program]. .
  • Show author(s) (2017). Institutionalizing the Scholarship of Teaching and Learning (SoTL). Experiences from Paderborn University. .
  • Show author(s) (2017). Feel-think-teach: Emotionen in der Lehre [Emotions in teaching]. .
  • Show author(s) (2017). Feel, think, teach – Emotionen im Lehralltag [Emotions in everyday teaching].
  • Show author(s) (2017). Erfolgreicher Studienstart [Successful study start]. .
  • Show author(s) (2017). Die eigene Lehre systematisch untersuchen. Einführung in Scholarship of Teaching and Learn-ing [Systematic inquiry into one’s own teaching. Introduction into the Scholarship of Teaching and Learning].
  • Show author(s) (2017). Der emotionale Professor – Emotionen und Lehre an Hochschulen [The emotional professor – emotions and teaching at universities].
  • Show author(s) (2017). Das online-Journal ‚die hochschullehre’– Ein Outlet für hochschuldidaktische Texte [The online journal ‘die hochschullehre’ – an outlet for higher educational teaching and learning manuscripts].
  • Show author(s) (2016). Shift from Teaching to Learning in der Praxis: Die Sicht der Lernenden und Lehrenden [Shift from teaching to learning in practice: the learners’ and the teachers’ views].
  • Show author(s) (2016). Mehr als (gute) Methoden. Wie Lehremotionen und Lernmotivation die Hochschullehre beeinflussen [More than (good) methods. How teaching emotions and learning motivation influence higher education teaching].
  • Show author(s) (2016). Kompetenzorientiert Prüfen [Competence-oriented examinations]. .
  • Show author(s) (2016). Evaluation der Tutorenqualifizierung [Evaluation of student assistant training].
  • Show author(s) (2016). Emotionen in der Lehre (Experteninput) [Emotions in teaching].
  • Show author(s) (2016). Betreuung von Abschlussarbeiten [Supervising student theses].
  • Show author(s) (2015). Lehrüberzeugungen der Lehrenden und Lernansätze der Studierenden zusammenbringen [Combining teachers’ approaches to teaching and students’ approaches to learning]. .
  • Show author(s) (2015). Learning approaches and learning outcomes as a function of course type.
  • Show author(s) (2015). Learning approaches and learning outcomes as a function of course type.
  • Show author(s) (2014). Kompetenzorientierte Evaluation – Evaluation von Lernergebnissen tiefer Verarbeitung? [Competence-oriented evaluation – evaluation of learning results of deep processing?]. .
  • Show author(s) (2013). Let it out, prof! Emotion regulation and teaching approaches. .
  • Show author(s) (2013). Kompetenzorientierte Evaluation und die Studierenden [Competence-oriented evaluation and the students]. .
Academic lecture
  • Show author(s) (2022). “I‘m glad that it happened this way”: Pandemic Teaching and the Scholarship of Teaching and Learning .
  • Show author(s) (2022). Leading yourself: Self-regulated learning and study success.
  • Show author(s) (2022). "Ich bin froh darüber, dass das so passiert ist": Scholarship of Teaching and Learning im digitalen Umbruch.
  • Show author(s) (2021). “I am glad that it happened this way”: Scholarship of Teaching and Learning and Emergency-Remote Teaching. .
  • Show author(s) (2021). Scholarship of Teaching and Learning: Professionalität in der akademischen Lehrtätigkeit [Scholarship of Teaching and Learning: Professionalisms in academic teaching].
  • Show author(s) (2021). Rapid educational improvements using Wyblo: Insights from continuous student feedback.
  • Show author(s) (2021). Keeping it moving… Instructor motivation in distance teaching.
  • Show author(s) (2021). How do university lecturers express their emotions in class? Evidence from an event-sampling study.
  • Show author(s) (2019). Two of the same kind? Summative course evaluation and formative teaching analysis poll.
  • Show author(s) (2019). Teaching Analysis Poll in higher education: From course feedback to multi-level quality devel-opment. .
  • Show author(s) (2019). Emotionen von Hochschullehrenden: Erleben und Ausdruck von Freude, Angst und Ärger in der Lehre [University instructors‘ emotions: Experience and expression of joy, fear, and anger during teaching]. .
  • Show author(s) (2019). Der subjektive Stellenwert hochschulischer Prüfungen für Lehrende [The subjective value of higher education examinations for instructors].
  • Show author(s) (2019). A conceptual framework of higher education teachers’ emotions. .
  • Show author(s) (2018). Über die (un)realistischen Erwartungen von Lehramtsstudierenden an psychologische Grund-lagenveranstaltungen [On the (un)realistic expectations of teacher education students towards psychological foundational lectures].
  • Show author(s) (2018). How happy are university teachers? Positive emotions and subjective appraisals among work domains. .
  • Show author(s) (2018). Feel, think, teach – Emotionen im Lehralltag [Emotions in everyday teaching].
  • Show author(s) (2018). Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums [Case-based university exams for the reconciliation of theory and practice in a Master of Education program]. .
  • Show author(s) (2018). Emotions and motivation to study in engineering students.
  • Show author(s) (2017). “At uni, regulate your feelings wisely” – Students’ emotion regulation and approaches to learning.
  • Show author(s) (2017). Higher education teachers’ emotions: an intraindividual analysis on emotions and their antecedents.
  • Show author(s) (2017). Confident and correct? Written reflection tasks in a lecture. .
  • Show author(s) (2016). Umgang von Lehrenden mit Emotionen. Empirische Befunde und Implikationen für die Lehre [Teachers’ coping with emotions. Empirical findings and implications for teaching]. .
  • Show author(s) (2016). The affective teacher: State affect and approaches to teaching. .
  • Show author(s) (2016). Interaktion und Zielerreichung bei einer Tagung. Das Beispiel dghd 2015 [Interaction and goal fulfilment at a conference. The example dghd 2015]. .
  • Show author(s) (2016). Feel the progress. Studienfortschritt und Emotionen im 1. Studienjahr [Study progress and emotions in the first study year]. .
  • Show author(s) (2016). Der emotionale Hochschullehrer. State Affekt und Lehrauffassung [The emotional university teacher. State affect and approach to teaching]. .
  • Show author(s) (2016). Auftreten und Variabilität von Emotionen von Hochschullehrenden. Ergebnisse einer Experience-Sampling-Studie [Prevalence and variability of university teachers’ emotions. Results of an experience-sampling study]. .
  • Show author(s) (2015). Shift from teaching to learning in der Praxis: Die Sicht der Lehrenden [Shift from teaching to learning in practice: The teachers’ view]. .
  • Show author(s) (2015). Emotional underpinnings of student orientation in higher education teachers. .
  • Show author(s) (2015). Einstellungen Lehrender zu Hochschulprüfungen. Präferenzen und Verwendung [Teachers’ attitudes towards exams. Preferences and application]. .
  • Show author(s) (2014). A social-emotional enterprise: Positive emotions in higher education teaching. .
  • Show author(s) (2014). A social-emotional enterprise: Positive emotions in higher education teaching.
  • Show author(s) (2012). When mode does not matter: evaluation in-class versus out-of-class. .
  • Show author(s) (2012). Papier? Online? Egal! - Evaluation während versus nach der Veranstaltung [Paper? Online? Doesn’t matter! – Evaluation during versus after the course].
  • Show author(s) (2012). Haben Professoren Gefühle? Emotionen der Hochschullehrenden [Do professors have feelings? University teachers’ emotions]. .
Editorial
  • Show author(s) (2021). Cultivating a culture of experimentation in higher-education teaching and learning: Evaluation of recent experiences and transfer to the new-normal. Zeitschrift für Hochschulentwicklung.
  • Show author(s) (2018). Lehr- und Lernpraxis im Fokus V – Reflexions- und Forschungsbeiträge aus der Universität Paderborn [Practice of teaching and learning in focus V - Papers on reflection and research from Paderborn University]. die hochschullehre.
  • Show author(s) (2016). Lehr- und Lernpraxis im Fokus III – Reflexions- und Forschungsbeiträge aus der Universität Paderborn [Practice of teaching and learning in focus III - Papers on reflection and research from Paderborn University]. die hochschullehre.
  • Show author(s) (2016). Hochschuldidaktik im Dialog. Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik 2015 [Academic development in dialogue: Reports from the annual conference of the German Association for Academic Development in 2015]. die hochschullehre.
  • Show author(s) (2015). Lehr- und Lernpraxis im Fokus II – Reflexions- und Forschungsbeiträge aus der Universität Paderborn [Practice of teaching and learning in focus II - Papers on reflection and research from Paderborn University]. die hochschullehre.
  • Show author(s) (2014). Lehr- und Lernpraxis im Fokus – Reflexions- und Forschungsbeiträge aus der Universität Paderborn [Practice of teaching and learning in focus I - Papers on reflection and research from Paderborn University]. die hochschullehre.
  • Show author(s) (2013). Was denken Lehrende über Lehre? [What do higher education teachers über Lehre? [What do higher-education teachers think about teaching?]. Zeitschrift für Hochschulentwicklung.
Book review
  • Show author(s) (2019). Kompetenzen vor Inhalte: Die Kleine Reihe Hochschuldidaktik Politik (Rezension) [Competences before content: The small series Educational Development in Political Sciences (Recension)]. Zeitschrift für Politikwissenschaft (ZPol). 449-457.
Academic anthology/Conference proceedings
  • Show author(s) (2021). Research on Teaching and Learning in Higher Education. Waxmann Verlag.
  • Show author(s) (2021). Handbuch Hochschuldidaktik [Handbook Educational Development]. UTB Verlag.
  • Show author(s) (2018). Zwischen Qualifizierung und Weiterbildung: Reflexionen zur gekonnten Beruflichkeit in der Hochschuldidaktik [Between qualification and further education: Reflections on professional practice in educational development]. wbv Media.
  • Show author(s) (2017). Hochschuldidaktik im Dialog: Berichte von der Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik 2015 [Academic Development in Dialogue: Reports of the annual conference of the German Association for Academic Development 2015]. wbv Media.
Doctoral dissertation
  • Show author(s) (2011). Relief: approach behavior and avoidance goals.
Interview
  • Show author(s) (2022). EARLI Research Stories #5 Robert Kordts.
  • Show author(s) (2021). Scholarship of Teaching and Learning - die Zweite!
Academic chapter/article/Conference paper
  • Show author(s) (2019). Auf wissenschaftlichen Tagungen auch noch was lernen: Tagungsformate bei der Jahrestagung der dghd 2017 [Learning at academic conferences: Conference formats at the annual conference of dghd, 2017]. 12 pages.
  • Show author(s) (2018). Study motivation and academic emotions in engineering students. A case study in German higher education. 8 pages.
  • Show author(s) (2018). Scholarship of Teaching and Learning – individuell-evidenzbasiertes Lehren [Scholarship of Teaching and Learning – individual and evidence-based teaching]. 17 pages.
Poster
  • Show author(s) (2022). "I'm glad that it happened this way": Emergency-Remote Teaching and the Scholarship of Teaching and Learning (the instructors’ view). .
  • Show author(s) (2020). Lernende Studiengänge: Eine Weiterbildung für Studiengangverantwortliche [Learning study programs: A program for study-program managers]. .
  • Show author(s) (2019). University lecturers’ emotions: experience and display of enjoyment, anxiety and anger in class.
  • Show author(s) (2019). Interaction and learning: Conference formats at the 2017 annual conference of the German Association for educational and academic staff development in Higher Education (dghd).
  • Show author(s) (2017). Inklusion Europäisch: Ein deutsch-österreich-italienisches Lehrprojekt [Inclusion European: a German-Austrian-Italian teaching project]. .
  • Show author(s) (2016). Variability of higher education teachers‘ emotions in teaching and research: An experience-sampling study.
  • Show author(s) (2016). Affektive Korrelate der Studierendenorientierung Hochschullehrender [Affective correlates of the student-oriented approach to teaching]. .
  • Show author(s) (2008). Fast and fragile. A new look at the automaticity of negation processing. .
Chapter
  • Show author(s) (2021). “Ich bin froh darüber, dass das so passiert ist”: Scholarship of Teaching and Learning im digitalen Umbruch [“I’m glad that it happenend this way” – Scholarship of Teaching and Learning in the digital change]. 263-276. In:
    • Show author(s) (2021). Hochschule auf Abstand. Ein multiperspektivischer Zugang zur digitalen Lehre [University in distance. A multiperspective approach to digital teaching]. Transcript Verlag.
  • Show author(s) (2021). Forschung in der Hochschuldidaktik. Forschung für die Praxis und Forschung aus der Praxis [Research in academic development: Research for practice and research in practice]. 393-406. In:
    • Show author(s) (2021). Handbuch Hochschuldidaktik [Handbook Educational Development]. UTB Verlag.
  • Show author(s) (2020). “Transforming and extending knowledge”. Ernest L. Boyers Scholarship reconsidered. Priorities of the professoriate als Initiator des Scholarship of Teaching and Learning [Ernest L. Boyer's Scholarship reconsidered. Priorities of the professoriate as initiator of the Scholarship of Teaching and Learning]. 283-293. In:
    • Show author(s) (2020). Klassiker der Hochschuldidaktik? Kartografie einer Landschaft [Classics in Higher Education Development? A landscape’s cartography]. Springer Berlin/Heidelberg.
  • Show author(s) (2018). Inklusion Europäisch: Ein Peer Learning-Projekt an den Universitäten Paderborn, Brixen und der Hochschule Linz. [Inclusion European: A peer-learning project at the universities of Paderborn, Brixen, and Linz]. 228-241. In:
    • Show author(s) (2018). Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung [Peer learning as element of a diversity-sensible, inclusive at universities/for teacher students]. Verlag Julius Klinkhardt.
  • Show author(s) (2018). Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums [Case-based module examinations for connecting theory with practice in the teacher education master program]. 351-357. In:
    • Show author(s) (2018). Psychologiedidaktik und Evaluation XII. Shaker Verlag.
  • Show author(s) (2018). Empfehlungen zur Qualifizierung und Weiterbildung der hochschuldidaktisch Tätigen: Auf dem Weg zur gekonnten Beruflichkeit [Recommendations on qualification and further education of educational developers: On the way to professional practice]. 273-290. In:
    • Show author(s) (2018). Zwischen Qualifizierung und Weiterbildung: Reflexionen zur gekonnten Beruflichkeit in der Hochschuldidaktik [Between qualification and further education: Reflections on professional practice in educational development]. wbv Media.
  • Show author(s) (2018). Emotionen und Lehrorientierungen der Hochschullehrenden [University teachers’ emotions and approaches to teaching]. 211-226. In:
    • Show author(s) (2018). Emotionen und Emotionsregulation in Schule und Hochschule [Emotions and emotion regulation in school and higher education]. Waxmann Verlag.
  • Show author(s) (2017). Der Disqspace bei der Jahrestagung der dghd 2015 [The Disqspace at the annual conference of the German Association for Academic Development]. 233-245. In:
    • Show author(s) (2017). Hochschuldidaktik im Dialog: Berichte von der Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik 2015 [Academic Development in Dialogue: Reports of the annual conference of the German Association for Academic Development 2015]. wbv Media.

More information in national current research information system (CRIStin)