- E-postrobert.kordts@uib.no
- Telefon+47 55 58 48 62
- BesøksadresseChristies gate 12Institutt for pedagogikk5015 BergenRom337
- PostadressePostboks 78075020 Bergen
I store trekk faller min forskning innenfor ett av følgende felt, hvorav de tre første er knyttet til undervisning og læring i høyere utdanning.
Universitetslæreres og studenters følelser
Fra og med studier om studentenes akademiske følelser, er jeg interessert i den emosjonelle siden ved å studere og undervise. Tidligere prosjekter har fokusert på utbredelsen av det emosjonelle spekteret av universitetslæreres følelser, interkulturelle forskjeller angående lærernes følelser, relasjoner mellom lærernes følelser og deres tilnærminger til undervisning, samt læreres emosjonsreguleringsstrategier. På dette feltet pågår det samarbeid med kolleger fra Tyskland og Norge.
The Scholarship of Teaching and Learning (SoTL) og relaterte tilnærminger
På den ene siden er SoTL et produktivt felt for meg ved å gjøre SoTL selv (undersøke min egen undervisning, inkludert pedagogiske utviklingsaktiviteter). Studier har blant annet dekket en forelesning og et mindre gruppeseminar. På den annen side er jeg involvert i forskning på SoTL fra et metaperspektiv, hvor vi prøver å både fremme tilnærmingen i tyskspråklig kontekst og undersøke forhold (f.eks. måtene å gjøre SoTL på) og potensielle effekter av å gjøre SoTL. Til dette har jeg samarbeidet med medlærere og forskere fra Tyskland, Sveits og Norge.
Studieprogramnivået
Jeg er interessert i hvordan studieprogramnivået kan forstås på en måte som understøtter undervisnings- og læringsaktivitetene på det enkelte emnenivå fra studentenes og lærernes perspektiv. I tillegg er jeg med på å støtte studieprogramledere i å utvikle læreplaner. Samarbeid med kolleger i Sveits og Norge er fruktbart på dette feltet.
Opprinnelig disiplin: Psykologi
I min opprinnelige disiplin, psykologi, forsket jeg på de implisitte assosiasjonene som ligger til grunn for alkoholmisbruk (diplomavhandlingen min), på motivasjonskarakteristikker ved emosjonen lettelse (min PhD-avhandling) så vel som på kognitiv prosessering av negert informasjon. Alle disse prosjektene ble gjort ved Universität Würzburg.
Universitetspedagogikk/Utdanningsutvikling/Hochschuldidaktik
Jeg underviser for tiden ved Program for universitetspedagogikk ved Universitetet i Bergen. Her underviser jeg i følgende kurs:
- UPED 601: Documenting and Evaluating Teaching Effectiveness
- UPED 602: Pedagogical Project
- UPED 691: Becoming a Supervisor
- UPED 695: Project Management for Bachelor and Master Thesis Supervision
I tillegg tilrettelegger jeg kurs ved andre europeiske universiteter.
Universitetsundervisning
Tidligere har jeg undervist i psykologi både fra et grunnleggende og et anvendt perspektiv, blant annet:
- Pedagogisk psykologi (Universität Paderborn, Universität St.Gallen)
- Emosjon (Universität Paderborn)
- Interaksjon i ledersituasjoner (Universität St.Gallen)
- Pedagogisk prosjekt i lærerpraksis (Universität Paderborn)
Studentveiledning
Jeg har veiledet ca. 30 bachelor- og masteroppgaver og var involvert i åtte PhD veiledningsprosesser og komiteer.
Vitenskapelig artikkel
- (2023). Interaktionsprozesse in Führungssituationen – Erfahrungs- und fallbasiertes Lernen an der Universität St.Gallen (HSG) [Interaction processes in leadership situations: Experience- and case-based learning at the University of St. Gallen (HSG)]. Zeitschrift für Hochschulentwicklung. 279-297.
- (2023). Developing a CVTAE-based conceptual framework for examining emotions in higher education teaching: a systematic literature review. Frontiers in Psychology.
- (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.
- (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.
- (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.
- (2020). Applied strategies for educational development as cultural work. ETH Learning and Teaching Journal. 403-407.
- (2019). University academics’ state emotions and appraisal antecedents: an intraindividual analysis. Studies in Higher Education. 1723-1733.
- (2019). German higher education academic staff’s positive emotions through work domains. International Journal of Educational Research. 1-12.
- (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.
- (2017). Tiefenlernen im Praxissemester: Zusammenhänge mit Emotionsregulation [Deep learning in the teaching practicum: Connections to emotion regulation]. Zeitschrift für Hochschulentwicklung. 175-194.
- (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.
- (2017). Learning and interaction at a conference. New Horizons in adult education & Human resource development. 29-38.
- (2017). Feel, think, teach: Emotional underpinnings of student orientation in higher education. International Journal of Higher Education. 217-229.
- (2017). Feel bad and keep steady: Emotional images and words and postural control during bipedal stance. Journal of nonverbal behavior. 305-324.
- (2017). Dialog und Austausch auf Fachtagungen. Der Disqspace als hochschuldidaktisches Tagungsformat [Dialogue and exchange at conferences. The Discqspace as conference format]. Neues Handbuch Hochschullehre.
- (2016). Feel the progress: Second-year students’ reflections on their first-year experience. International Journal of Higher Education. 79-90.
- (2016). Differentielle Anregung von Tiefenlernstrategien durch Assessment? [Differential stimulation of deep learning strategies through assessment?] . Zeitschrift für Hochschulentwicklung. 271-292.
- (2015). Nachwuchsförderung in der Hochschuldidaktik [Promoting young practitioners in academic development]. Neues Handbuch Hochschullehre.
- (2015). How absent negativity relates to affect and motivation: an integrative relief model. Frontiers in Psychology.
- (2013). When mode does not matter: Evaluation in-class versus out-of-class. Educational Research and Evaluation. 605-614.
- (2013). Die Einstellung Hochschullehrender zum kompetenzorientierten Prüfen [Higher education teachers' attitudes towards competence-oriented assessment]. die hochschullehre.
- (2012). Projektmanagement bei der Betreuung von Abschlussarbeiten [Project management for supervising theses]. Neues Handbuch Hochschullehre.
- (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.
- (2010). Retraining automatic action-tendencies to approach alcohol in hazardous drinkers. Addiction. 279-287.
- (2009). Fast and fragile. A new look at the automaticity of negation processing. . Experimental Psychology. 434-446.
Rapport
- (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]. .
- (2018). Rollen- und Kompetenzprofile für hochschuldidaktisch Tätige [Role and competence profiles for educational developers]. .
Faglig foredrag
- (2023). University Pedagogy at the University of Bergen: Challenges and Developments.
- (2023). The Scholarship of Teaching and Learning (SoTL).
- (2023). Chat GPT: Betydningen for undervisning, læring og vurdering .
- (2022). Scholarship of Teaching and Learning: What, why, how?
- (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]. .
- (2021). Nachhaltige Hochschuldidaktik auf den Ebenen der Hochschule [Sustainable educational de-velopment on the levels of higher-education institutions]. .
- (2019). Weiterbildung für Hochschuldidaktiker*innen: Gegenwart und Zukunft [Further education for educational developers: Presence and future]. .
- (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].
- (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]. .
- (2019). Motivation Theories: Beyond the Myths. .
- (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].
- (2018). Warum Kompetenzorientierung in Modulen? [Why competence orientation in modules?] .
- (2018). Scholarship of Teaching and Learning: Eine Analyse der Projekte der Universität Paderborn [An analysis of the SoTL projects at Paderborn University].
- (2018). Rigour versus Relevance – Anspruch und Wirklichkeit des Scholarship of Teaching and Learning [Ideal and reality of the Scholarship of Teaching and Learning]. .
- (2018). Freude, Angst, Zufriedenheit? Emotionen von Hochschullehrenden [Joy, fear, contentment? University teachers’ emotions].
- (2018). Emotionen in Lehr-Lern-Prozessen [Emotions in teaching and learning processes].
- (2018). Abschlussarbeiten effektiv und effizient betreuen. Eine Projektmanagement-Perspektive [Effec-tive and efficient thesis supervision. A project-management perspective]. .
- (2017). Studentische Evaluation für Feedback optimieren [Optimizing student evaluations for feedback].
- (2017). Scholarship of Teaching and Learning im Paderborner hochschuldidaktischen Zertifikatsprogramm [Scholarship of Teaching and Learning in the Paderborn Educational Development program]. .
- (2017). Institutionalizing the Scholarship of Teaching and Learning (SoTL). Experiences from Paderborn University. .
- (2017). Feel-think-teach: Emotionen in der Lehre [Emotions in teaching]. .
- (2017). Feel, think, teach – Emotionen im Lehralltag [Emotions in everyday teaching].
- (2017). Erfolgreicher Studienstart [Successful study start]. .
- (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].
- (2017). Der emotionale Professor – Emotionen und Lehre an Hochschulen [The emotional professor – emotions and teaching at universities].
- (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].
- (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].
- (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].
- (2016). Kompetenzorientiert Prüfen [Competence-oriented examinations]. .
- (2016). Evaluation der Tutorenqualifizierung [Evaluation of student assistant training].
- (2016). Emotionen in der Lehre (Experteninput) [Emotions in teaching].
- (2016). Betreuung von Abschlussarbeiten [Supervising student theses].
- (2015). Lehrüberzeugungen der Lehrenden und Lernansätze der Studierenden zusammenbringen [Combining teachers’ approaches to teaching and students’ approaches to learning]. .
- (2015). Learning approaches and learning outcomes as a function of course type.
- (2015). Learning approaches and learning outcomes as a function of course type.
- (2014). Kompetenzorientierte Evaluation – Evaluation von Lernergebnissen tiefer Verarbeitung? [Competence-oriented evaluation – evaluation of learning results of deep processing?]. .
- (2013). Let it out, prof! Emotion regulation and teaching approaches. .
- (2013). Kompetenzorientierte Evaluation und die Studierenden [Competence-oriented evaluation and the students]. .
Vitenskapelig foredrag
- (2023). University teachers’ emotions – findings and ways forward.
- (2022). “I‘m glad that it happened this way”: Pandemic Teaching and the Scholarship of Teaching and Learning .
- (2022). Leading yourself: Self-regulated learning and study success.
- (2022). "Ich bin froh darüber, dass das so passiert ist": Scholarship of Teaching and Learning im digitalen Umbruch.
- (2021). “I am glad that it happened this way”: Scholarship of Teaching and Learning and Emergency-Remote Teaching. .
- (2021). Scholarship of Teaching and Learning: Professionalität in der akademischen Lehrtätigkeit [Scholarship of Teaching and Learning: Professionalisms in academic teaching].
- (2021). Rapid educational improvements using Wyblo: Insights from continuous student feedback.
- (2021). Keeping it moving… Instructor motivation in distance teaching.
- (2021). How do university lecturers express their emotions in class? Evidence from an event-sampling study.
- (2019). Two of the same kind? Summative course evaluation and formative teaching analysis poll.
- (2019). Teaching Analysis Poll in higher education: From course feedback to multi-level quality devel-opment. .
- (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]. .
- (2019). Der subjektive Stellenwert hochschulischer Prüfungen für Lehrende [The subjective value of higher education examinations for instructors].
- (2019). A conceptual framework of higher education teachers’ emotions. .
- (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].
- (2018). How happy are university teachers? Positive emotions and subjective appraisals among work domains. .
- (2018). Feel, think, teach – Emotionen im Lehralltag [Emotions in everyday teaching].
- (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]. .
- (2018). Emotions and motivation to study in engineering students.
- (2017). “At uni, regulate your feelings wisely” – Students’ emotion regulation and approaches to learning.
- (2017). Higher education teachers’ emotions: an intraindividual analysis on emotions and their antecedents.
- (2017). Confident and correct? Written reflection tasks in a lecture. .
- (2016). Umgang von Lehrenden mit Emotionen. Empirische Befunde und Implikationen für die Lehre [Teachers’ coping with emotions. Empirical findings and implications for teaching]. .
- (2016). The affective teacher: State affect and approaches to teaching. .
- (2016). Interaktion und Zielerreichung bei einer Tagung. Das Beispiel dghd 2015 [Interaction and goal fulfilment at a conference. The example dghd 2015]. .
- (2016). Feel the progress. Studienfortschritt und Emotionen im 1. Studienjahr [Study progress and emotions in the first study year]. .
- (2016). Der emotionale Hochschullehrer. State Affekt und Lehrauffassung [The emotional university teacher. State affect and approach to teaching]. .
- (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]. .
- (2015). Shift from teaching to learning in der Praxis: Die Sicht der Lehrenden [Shift from teaching to learning in practice: The teachers’ view]. .
- (2015). Emotional underpinnings of student orientation in higher education teachers. .
- (2015). Einstellungen Lehrender zu Hochschulprüfungen. Präferenzen und Verwendung [Teachers’ attitudes towards exams. Preferences and application]. .
- (2014). A social-emotional enterprise: Positive emotions in higher education teaching. .
- (2014). A social-emotional enterprise: Positive emotions in higher education teaching.
- (2012). When mode does not matter: evaluation in-class versus out-of-class. .
- (2012). Papier? Online? Egal! - Evaluation während versus nach der Veranstaltung [Paper? Online? Doesn’t matter! – Evaluation during versus after the course].
- (2012). Haben Professoren Gefühle? Emotionen der Hochschullehrenden [Do professors have feelings? University teachers’ emotions]. .
Leder
- (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.
- (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.
- (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.
- (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.
- (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.
- (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.
- (2013). Was denken Lehrende über Lehre? [What do higher education teachers über Lehre? [What do higher-education teachers think about teaching?]. Zeitschrift für Hochschulentwicklung.
Anmeldelse
- (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.
Vitenskapelig antologi/Konferanseserie
- (2021). Research on Teaching and Learning in Higher Education. Waxmann Verlag.
- (2021). Handbuch Hochschuldidaktik [Handbook Educational Development]. UTB Verlag.
- (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.
- (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.
Doktorgradsavhandling
- (2011). Relief: approach behavior and avoidance goals.
Intervju
- (2022). EARLI Research Stories #5 Robert Kordts.
- (2021). Scholarship of Teaching and Learning - die Zweite!
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
- (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 sider.
- (2018). Study motivation and academic emotions in engineering students. A case study in German higher education. 8 sider.
- (2018). Scholarship of Teaching and Learning – individuell-evidenzbasiertes Lehren [Scholarship of Teaching and Learning – individual and evidence-based teaching]. 17 sider.
Poster
- (2022). "I'm glad that it happened this way": Emergency-Remote Teaching and the Scholarship of Teaching and Learning (the instructors’ view). .
- (2020). Lernende Studiengänge: Eine Weiterbildung für Studiengangverantwortliche [Learning study programs: A program for study-program managers]. .
- (2019). University lecturers’ emotions: experience and display of enjoyment, anxiety and anger in class.
- (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).
- (2017). Inklusion Europäisch: Ein deutsch-österreich-italienisches Lehrprojekt [Inclusion European: a German-Austrian-Italian teaching project]. .
- (2016). Variability of higher education teachers‘ emotions in teaching and research: An experience-sampling study.
- (2016). Affektive Korrelate der Studierendenorientierung Hochschullehrender [Affective correlates of the student-oriented approach to teaching]. .
- (2008). Fast and fragile. A new look at the automaticity of negation processing. .
Faglig kapittel
- (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. I:
- (2021). Hochschule auf Abstand. Ein multiperspektivischer Zugang zur digitalen Lehre [University in distance. A multiperspective approach to digital teaching]. Transcript Verlag.
- (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. I:
- (2021). Handbuch Hochschuldidaktik [Handbook Educational Development]. UTB Verlag.
- (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. I:
- (2020). Klassiker der Hochschuldidaktik? Kartografie einer Landschaft [Classics in Higher Education Development? A landscape’s cartography]. Springer Berlin/Heidelberg.
- (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. I:
- (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.
- (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. I:
- (2018). Psychologiedidaktik und Evaluation XII. Shaker Verlag.
- (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. I:
- (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.
- (2018). Emotionen und Lehrorientierungen der Hochschullehrenden [University teachers’ emotions and approaches to teaching]. 211-226. I:
- (2018). Emotionen und Emotionsregulation in Schule und Hochschule [Emotions and emotion regulation in school and higher education]. Waxmann Verlag.
- (2017). Der Disqspace bei der Jahrestagung der dghd 2015 [The Disqspace at the annual conference of the German Association for Academic Development]. 233-245. I:
- (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.
Kompetansefelt