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CHESS - Center for Higher Education and Science Studies

Publications

Daniel, H.-D. & Mutz, R. (2023). What does impact mean for grantees? Cultural consensus in perceived personal, organizational and societal impacts of small-scale funding initiatives of the Volkswagen Foundation.  Qualität in der Wissenschaft, 17(1), 24-32. Download (PDF, 1 MB)

Mutz, R. (2023). Welchen Beitrag kann die Bibliometrie zur Erreichung der UN Sustainable Development Goals (SDG) leisten? Konzepte und empirische Analysen. Qualität in der Wissenschaft, 17(1), 16-23. Download (PDF, 1 MB)

Mutz, R. (2023). Einführung des geschäftsführenden Herausgebers. Qualität in der Wissenschaft, 17(1), 1. Download (PDF, 57 KB)

Mutz, R., Wolbring, T., & Daniel, H.-D. (2023, akzeptiert). Sollten Förderentscheidungen partiell durch Lotterien ersetzt werden? Grundlagen, Konzeption und Evaluationsdesign am Beispiel des Förderinitiative 'Experiment!' der Volkswagen Stiftung. Zeitschrift für Evaluation.

Zeng, J., Schäfer, M. S., & Abidin, C. (In Vorbereitung). 15 Seconds of Fame: Global Perspectives on the Emerging Short-Video Culture. International Journal of Communication.

 

2022

Daniel, H.-D. & Mutz, R. (2022). „Berufung internationaler Professor:innen“ - Ergebnisse einer Online-Befragung der Rektor:innen und Präsident:innen der Mitgliedshochschulen der Hochschulrektorenkonferenz (HRK). Zürich: Universität Zürich, Psychologisches Institut.

Johann, D. (2022). Perceptions of Scientific Authorship Revisited: Country Differences and the Impact of Perceived Publication Pressure. Science and Engineering Ethics, 28(2), 1-25.

Johann, D., Raabe, I. J., & Rauhut, H. (2022). Under pressure: The extent and distribution of perceived pressure among scientists in Germany, Austria, and Switzerland. Research Evaluation, 31(3), 385-409.

Kessler, S. H., Schäfer, M. S., Johann, D., & Rauhut, H. (2022). Mapping mental models of science communication: How academics in Germany, Austria and Switzerland understand and practice science communication. Public Understanding of Science, 31(6) 711–731.

Kessler, S. H., & Schäfer, M. S. (2022). Content Analyses in Science Communication Research. In F. Oehmer, S. H. Kessler, E. Humprecht, K. Sommer, & L. C. Herrero (Eds.), Handbook of Standardized Content Analysis: Applied Designs to Research Fields of Communication Science. Springer.

Mutz, R. (2022, online first) Diversity and interdisciplinarity: Should variety, balance and disparity be combined as a product or better as a sum? An information-theoretical and statistical estimation approach. Scientometrics (2022). https://doi.org/10.1007/s11192-022-04336-3

Mutz, R. & Daniel, H.-D. (2022): Scientific analysis of data on proposals and the decision-making procedure of the FWF with particular focus on the programme “Stand-Alone Projects” in the years 2010-2019. Weblink: https://zenodo.org/record/6596769#.Y8-L-C9XZBx

Zeng, J., Schäfer, M. S., & Oliveira, T. (2022). Conspiracy Theories in Digital Environments. Convergence. The International Journal of Research into New Media Technologies. https://doi.org/10.1177/1354856522111747

 

2021

Anders, Y., Daniel, H.-D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Rossbach, H.-G., Seidel, T., Tippelt, R., & Wössman, L. (2021). Nachhaltigkeit im Bildungswesen - was jetzt getan werden muss (vbw - Vereinigung der Bayerischen Wirtschaft e.V, Ed.). Waxmann Verlag.

Anders, Y., Daniel, H.-D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Seidel, T., Tippelt, R., Wilbers, K., & Wössman, L. (2021). Führung, Leitung, Governance: Verantwortung im Bildungssystem (vbw – Vereinigung der Bayerischen Wirtschaft e.V., Ed.). Waxmann Verlag GmbH. https://doi.org/10.31244/9783830994008

Böckelmann, C., Probst, C., Wassmer, C., & Baumann, S. (2021). Lecturers’ qualifications and activities as indicators of convergence and differentiation in the Swiss higher education system. European Journal of Higher Education, 1–26. https://doi.org/10.1080/21568235.2021.1923547

Bornmann, L., Mutz, R., Haunschild, R., Moya-Anegon, F. de, Almeida Madeira Clemende, M. de, & Stefander, M. (2021). Mapping the impact of papers on various status groups in excellencemapping.net: a new release of the excellence mapping tool based on citation and reader scores. Scientometrics 126 (11), 9305–9331. https://doi.org/10.1007/s11192-021-04141-4

Braun, E., Esterhazy, R., & Kordts-Freudinger, R. (Eds.). (2021). Research on teaching and learning in higher education. Waxmann Verlag.

Bromme, R., & Gierth, L. (2021). Rationality and the Public Understanding of Science. In M. Knauff & W. Spohn (Eds.), The Handbook of Rationality. MIT Press.

Bucchi, M. (2021a). Norms, Competition, and Visibility in Contemporary Science. In A. Delicado, F. Crettaz Von Roten, & K. Prpić (Eds.), Communicating science and technology in society: issues of public accountability and engagement (pp. 17–37). Springer.

Bucchi, M. (2021b). To boost vaccination rates, invest in trust. Nature Italy. www.nature.com/articles/d43978-021-00003-y

Bucchi, M., Askwall, C., Fähnrich, B., Trench, B., & Weißkopf, M. (2021). Trust in science: assessing pandemic impacts in four EU countries. https://www.academia.edu/44960835/Trust_in_science_assessing_pandemic_impacts_in_four_EU_countries

Bucchi, M., & Saracino, B. (2021). Scienza e società all’epoca della pandemia. Scienza,tecnologia e opinione pubblica in Italia nel 2020. In G. Pellegrini & B. Saracino (Eds.), Annuario Scienza Tecnologia e Società (pp. 11–48). il Mulino.

Bucchi, M., & Trench, B. (2021). Rethinking science communication as the social conversation around science. Journal of Science Communication, 20(3), Y01. https://doi.org/10.22323/2.20030401

Bundi, P., Frey, K., & Widmer, T. (2021). Does evaluation quality enhance evaluation use? Evidence & Policy: A Journal of Research, Debate and Practice. https://doi.org/10.1332/174426421X16141794148067

Busemeyer, M. R., & Garritzmann, J. L. (2021). Public Opinion on Education Policies: A Multi-country Perspective. In M. R. West & L. Woessmann (Eds.), Public opinion and the political economy of education policy around the world. The MIT Press.

Daniel, H.-D. (2021). Hochschule. In vbw – Vereinigung der Bayerischen Wirtschaft e.V. (Ed.), Führung, Leitung, Governance: Verantwortung im Bildungssystem (pp. 175–187). Waxmann Verlag GmbH. https://doi.org/10.31244/9783830994008

Farys, R., & Wolbring, T. (2021). Matthew effects in science and the serial diffusion of ideas: Testing old ideas with new methods. Quantitative Science Studies, 1–22. https://doi.org/10.1162/qss_a_00129

Garritzmann, S., & Garritzmann, J. L. (2021). Die Bildungspolitik der Grün-Schwarzen Regierung in Baden-Württemberg 2016-2021. In F. Hörisch & Wurster Stefan (Eds.), Kiwi im Südwesten – Eine Bilanz der zweiten Landesregierung Kretschmann 2016-2021. Springer VS.

Hauck-Thum, U., & Noller, J. (Eds.). (2021). Analog oder digital? Philosophieren nach dem Ende der Philosophie. In Was ist Digitalität?: Philosophische und pädagogische Perspektiven (Vol. 1). J.B. Metzler. https://doi.org/10.1007/978-3-662-62989-5

Hendriks, B., Cornelia, S., Heger, C., & Reinhart, M. (2021). Kritische Bestandsaufnahme des BIH Charité (Junior) Clinician Scientist Programms: Untersuchungen einer integrierten Forschungsund Facharztweiterbildung in der Universitätsmedizin. Deutsches Zentrum für Hochschul- und Wissenschaftsforschung GmbH (DZHW). https://www.dzhw.eu/pdf/ab_26/KritischeBestandsaufnahme.pdf

Hesselmann, F., & Reinhart, M. (2021). Cycles of invisibility: The limits of transparency in dealing with scientific misconduct. Social Studies of Science, 51(3), 414–438. https://doi.org/10.1177/0306312720975201

Jerke, J., Johann, D., Rauhut, H., Thomas, K., & Velicu, A. (2021). Handle with Care: Implementation of the List Experiment and Crosswise Model in a Large-scale Survey on Academic Misconduct. Field Methods, 1525822X20985629. https://doi.org/10.1177/1525822X20985629

Johann, D., & Mayer, S. J. (2021). Do Interviewers Affect Measures of Factual Political Knowledge? Evidence from Austria and Germany. International Journal of Public Opinion Research, edab002. https://doi.org/10.1093/ijpor/edab002

Kordts-Freudinger, R., Schaper, N., Scholkmann, A., Szczyrba, B., & Uni-Taschenbücher GmbH. (2021). Handbuch Hochschuldidaktik. (1st ed.). wbv.

Maag Merki, K. (2021). Empirische Bildungsforschung im deutschsprachigen Raum. Rückblick und Ausblick. Swiss Journal of Educational Research, 43(1), 41–50. https://doi.org/10.24452/sjer.43.1.4

Mede, N. G., Schäfer, M. S., Ziegler, R., & Weißkopf, M. (2021). The “replication crisis” in the public eye: Germans’ awareness and perceptions of the (ir)reproducibility of scientific research. Public Understanding of Science, 30(1), 91–102. https://doi.org/10.1177/0963662520954370

Metag, J. (2021). Tension between visibility and invisibility: Science communication in new information environments. Studies in Communication Sciences, 1–16–1–16. https://doi.org/10.24434/j.scoms.2021.01.009

Neugebauer, M., Daniel, H.-D., & Wolter, A. (Eds.). (2021). Studienerfolg und Studienabbruch. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-32892-4

Ochsner, M. (2021a). 2.5 Bibliometrics in the Humanities, Arts and Social Sciences. In R. Ball (Ed.), Handbook bibliometrics (pp. 117–124). De Gruyter Saur. 

Ochsner, M. (2021b). Relationship between Peer Review and Bibliometrics. In R. Ball (Ed.), Handbook Bibliometrics (pp. 125–132). De Gruyter Saur. https://doi.org/10.1515/9783110646610-014

Ochsner, M., Kulczycki, E., Gedutis, A., & Peruginelli, G. (2021). National Research Evaluation Systems. In Handbook Bibliometrics (pp. 99–106). De Gruyter Saur. https://doi.org/10.1515/9783110646610-011

Pfister, C., Koomen, M., Harhoff, D., & Backes-Gellner, U. (2021). Regional innovation effects of applied research institutions. Research Policy, 50(4), 104197. https://doi.org/10.1016/j.respol.2021.104197

Reinhart, M. (2021). Open Science as an Engine of Anxiety: How Scientists Promote and Defend the Visibility of Their Digital Selves, while Becoming Fatalistic about Academic Careers [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/2vr7j

Reinhart, M., & Schendzielorz, C. (2021). Trends in Peer Review [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/nzsp5

Rost, K., Doehne, M., & Osterloh, M. (2021). Richter*in per Los. Justice - Justiz - Giustizia, 1. https://richterzeitung.weblaw.ch/rzissues/2021/1/richter-in-per-los_3d0810b646.html__ONCE

Rost, K., Döhne, M., Osterloh, M., & Berger, J. (2021). Führungskräfteauswahl per Los. Personalmagazin, 40–43.

Schäfer, M. S., & Metag, J. (2021). Audiences of science communication between pluralisation, fragmentation and polarisation. In M. Bucchi & B. Trench (Eds.), Routledge handbook of public communication of science and technology (Third edition). Routledge.

Schäfer, M. S., & Painter, J. (2021). Climate journalism in a changing media ecosystem: Assessing the production of climate change‐related news around the world. WIREs Climate Change, 12(1). https://doi.org/10.1002/wcc.675

Schlegel, T., Pfister, C., Harhoff, D., & Backes-Gellner, U. (2021). Innovation effects of universities of applied sciences: an assessment of regional heterogeneity. The Journal of Technology Transfer. https://doi.org/10.1007/s10961-020-09839-w

Schoen, C., & Rost, K. (2021). What really works?! Evaluating the effectiveness of practices to increase the managerial diversity of women and minorities. European Management Journal, 39(1), 95–108. https://doi.org/10.1016/j.emj.2020.06.005

Schömer, D., Laumer, S., Treischl, E., Weigert, J., Wilbers, K., & Wolbring, T. (2021). Data-driven Student Advisory and Potential Direct Discrimination: A Literature Review on Machine Learning for Predicting Students’ Academic Success. Americas Conference on Information Systems.

Schultheiss, T., Pfister, C., Gnehm, A.-S., & Backes-Gellner, U. (2021). Tertiary education expansion and task demand: Does a rising tide lift all boats? (Working Paper No. 154; Economics of Education Working Paper Series). Swiss Leading House “Economics of Education.” https://ideas.repec.org/p/iso/educat/0154.html

Thies, K., & Kordts-Freudinger, R. (2021). Wie gehen Hochschullehrende mit ihren Emotionen in der Lehre um? Eine Experience-sampling-Befragung zum situativen Emotionsausdruck von Freude, Angst und Ärger. ZeHf – Zeitschrift für empirische Hochschulforschung, 4(2). https://www.budrich-journals.de/index.php/zehf/article/view/37032

Tkotz, J., Kienhues, D., Jucks, R., & Bromme, R. (2021). Keep Calm in Heated Debates: How People Perceive Different Styles of Discourse in a Scientific Debate. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.572503

Treischel, E., Laumer, S., Schrömer, D., Weigert, J., Wilbers, T., & Wolbring, T. (2021). Give a Little, Take a Little? A Factorial Survey Experiment on Students’ Willingness to Use an AI-based Advisory System and to Share Data. In T. Wolbring, H. Leitgöb, & F. Faulbaum (Eds.), Sozialwissenschaftliche Datenerhebung im digitalen Zeitalter (pp. 251–278). Spinger VS. https://www.springer.com/gp/book/9783658343958

Widmer, T. (2021). Evaluation in der Schweiz. In R. Stockmann & W. Meyer (Eds.), Die Institutionalisierung der Evaluation in Europa. (pp. 163–184). Waxmann Verlag.

Wilhelm, E. (2021). Die Pädagogische Hochschule der Zukunft. Eine Vision und ein paar konkrete Anregungen für die künftige Hochschulgestaltung. Das Magazin Der Pädagogischen Hochschule, 3.

Zimmerli, W. Ch. (2021). Künstliche Intelligenz und postanaloges Menschsein. Entstehung, Entwicklung und Wirkung eines realen Mythos. In A. Strasser, W. Sohst, K. Stepec, & R. Stapelfeldt (Eds.), Künstliche Intelligenz - Die große Verheißung (Vol. 8, pp. 193–219). Xenomoi-Verlag.

Zimmerli, W. Ch. (2021, November 1). Die künstliche Intelligenz übertrifft irgendwann die menschliche und übernimmt die Macht: warum dies ein Mythos ist und wie er sich auswirkt. Neue Zürcher Zeitung.

2020

Ampollini, I., & Bucchi, M. (2020). When Public Discourse Mirrors Academic Debate: Research Integrity in the Media. Science and Engineering Ethics, 26(1), 451–474. https://doi.org/10.1007/s11948-019-00103-5

Bäker, A., & Goodall, A. H. (2020). Feline followers and “umbrella carriers”: Department Chairs’ influence on faculty job satisfaction and quit intentions. Research Policy, 49(4), 103955. https://doi.org/10.1016/j.respol.2020.103955

Bäker, A., Muschallik, J., & Pull, K. (2020). Successful mentors in academia: Are they teachers, sponsors and/or collaborators? Studies in Higher Education, 45(4), 723–735. https://doi.org/10.1080/03075079.2018.1544235

Ball, R. (2020). Handbook Bibliometrics. In Handbook Bibliometrics. De Gruyter Saur. https://www.degruyter.com/document/doi/10.1515/9783110646610/html

Berger, J., Osterloh, M., & Rost, K. (2020a). Focal random selection closes the gender gap in competitiveness. Science Advances, 6(47), eabb2142. https://doi.org/10.1126/sciadv.abb2142

Berger, J., Osterloh, M., & Rost, K. (2020b, December 5). Gastkommentar zur Geschlechtergerechtigkeit, Die bessere Alternative zur Frauenquote: In den Chefetagen mangelt es bitter an Frauen. Ein gezieltes Losverfahren könnte das ändern. Tagesanzeiger.

Bisquolm, S., & Rost, K. (2020). Technostress—Der lange Schatten der Digitalisierung. Marketing Review St. Gallen, Digitalisierung – After the Hype?

Bornmann, L., Haunschild, R., & Mutz, R. (2020). Should citations be field-normalized in evaluative bibliometrics? An empirical analysis based on propensity score matching. Journal of Informetrics, 14(4), 101098. https://doi.org/10.1016/j.joi.2020.101098

Bromme, R. (2020a). Verstehen, Vertrauen und die Verständlichkeit der Wissenschaft: Zu einigen Randbedingungen für den (erfolgversprechenden) Umgang mit Pseudowissenschaft und Wissenschaftsleugnung. In R. Neck & C. Spiel (Eds.), Wissenschaft und Aberglaube. (Vol. 23, pp. 145–158). Böhlau Verlag GmbH & Co. KG.

Bromme, R. (2020b). Informiertes Vertrauen: Eine psychologische Perspektive auf Vertrauen in Wissenschaft. Wissenschaftsreflexion, 105–134. https://doi.org/10.30965/9783957437372_006

Brown, K., Scherrer, P., Kordts-Freudinger, R., & Suter, R. (2020). Applied strategies for educational development as cultural work. ETH Learning and Teaching Journal, 2(2), 403–407.

Bucchi, M. (2020a). Comunicare la scienza “in tempo di guerra”: Il ruolo degli esperti in pubblico e quello della formazione. BIOLAW JOURNAL, Special Edition, Article Special Edition.

Bucchi, M. (2020b). STS Challenges. The Next Ten Minutes and The Coexistence of Modes of Science. TECNOSCIENZA: Italian Journal of Science & Technology Studies, 11(1), 23–26.

Busemeyer, M. R., Garritzmann, J. L., & Neimanns, E. (2020). A Loud but Noisy Signal?: Public Opinion and Education Reform in Western Europe. Cambridge University Press. https://doi.org/10.1017/9781108777896

Campanale, A. M. (2020). La soglia della postmodernità biologica. Epidemia di CoViD-19 tra tecnologie politiche e comunicazione. BioLaw Journal - Rivista di BioDiritto, 20(1S), 581–585.

Cocos, M., & Lepori, B. (2020). What we know about research policy mix. Science and Public Policy, 47(2), 235–245. Scopus. https://doi.org/10.1093/scipol/scz061

Daraio, C., Bruni, R., Catalano, G., Daraio, A., Matteucci, G., Scannapieco, M., Wagner-Schuster, D., & Lepori, B. (2020). A Tailor-made Data Quality Approach for Higher Educational Data. Journal of Data and Information Science, 5(3), 129–160. Scopus. https://doi.org/10.2478/jdis-2020-0029

Ellison, N., Haux, T., & Garritzmann, J. L. (Eds.). (2020). Education Policy. In Handbook on society and social policy. Edward Elgar Publishing. Encyclopedia of International Higher Education Systems and Institutions. (2020). Springer Netherlands. https://doi.org/10.1007/978-94-017-9553-1

Entradas, M., Bauer, M. W., O’Muircheartaigh, C., Marcinkowski, F., Okamura, A., Pellegrini, G., Besley, J., Massarani, L., Russo, P., Dudo, A., Saracino, B., Silva, C., Kano, K., Amorim, L., Bucchi, M., Suerdem, A., Oyama, T., & Li, Y.-Y. (2020). Public communication by research institutes compared across countries and sciences: Building capacity for engagement or competing for visibility? PLOS ONE, 15(7), e0235191. https://doi.org/10.1371/journal.pone.0235191

Fähnrich, B., & Schäfer, M. S. (2020). Wissenschaftskommunikation zwischen Gesellschafts‑, Wissenschafts- und Medienwandel. Publizistik, 65(4), 515–522. https://doi.org/10.1007/s11616-020-00623-2

Flury, C. (2020). Überfüllt und Unterfinanziert? Die hochschulpolitische Debatte um einen Numerus clausus an den kantonalen Universitäten der Schweiz in den 1970er-Jahren. Schriftenreihe Historische Bildungsforschung und Bildungspolitikanalyse, 7. https://doi.org/10.5167/uzh-183430

Fraumann, G., & Mutz, R. (2020). The h-index. In R. Ball (Ed.), Handbook Bibliometrics (pp. 169–177). De Gruyter Saur. https://www.degruyter.com/document/doi/10.1515/9783110646610/html

Frey, B. S., Osterloh, M., & Rost, K. (2020a, August 27). Zufallsentscheidungen in Management, Forschung und Politik. Ökonomenstimme. https://www.oekonomenstimme.org/artikel/2020/10/zufallsentscheidungen-in-management-forschung-und-politik/

Frey, B. S., Osterloh, M., & Rost, K. (2020b, November 19). Zufallsentscheid in Politik und Wirtschaft kann rational sein. Infosperber. https://www.infosperber.ch/freiheit-recht/buergerrechte/zufallsentscheid-in-politik-und-wirtschaft-kann-rational-sein/

Fürst, S., Vogler, D., Sörensen, I., Schäfer, M. S., & Eisenegger, M. (2020). Wirklich irrelevant?: Sichtbarkeit und thematische Einordnung der Medien- und Kommunikationswissenschaft in Schweizer Medien. Publizistik, 65(4), 545–566. https://doi.org/10.1007/s11616-020-00601-8

Gedutis, A., & Ochsner, M. (2020). ENRESSH: A mission to D-land. https://www.vdu.lt/cris/handle/20.500.12259/109438

Gierth, L., & Bromme, R. (2020a). Attacking science on social media: How user comments affect perceived trustworthiness and credibility. Public Understanding of Science, 29(2), 230–247. https://doi.org/10.1177/0963662519889275

Gierth, L., & Bromme, R. (2020b). Beware of vested interests: Epistemic vigilance improves reasoning about scientific evidence (for some people). PLOS ONE, 15(4), e0231387. https://doi.org/10.1371/journal.pone.0231387

Gloor, J. L., Morf, M., Paustian-Underdahl, S., & Backes-Gellner, U. (2020). Fix the Game, Not the Dame: Restoring Equity in Leadership Evaluations. Journal of Business Ethics, 161(3), 497–511. https://doi.org/10.1007/s10551-018-3861-y

Götz, M., Donzallaz, M., & Jonas, K. (2020). Leader–Member Exchange Fosters Beneficial and Prevents Detrimental Workplace Behavior: Organizational Identification as the Linking Pin. Frontiers in Psychology, 11, 1788. https://doi.org/10.3389/fpsyg.2020.01788

Großmann, D., Engel, C., Junkermann, J., & Wolbring, T. (Eds.). (2020). Studentischer Workload: Definition, Messung und Einflüsse. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-28931-7

Großmann, D., & Wolbring, T. (2020). Studentischer Workload: Zum Verhältnis von Konzeption und Praxis. Soziologie, 49(4), 436–461.

Hendriks, B., & Reinhart, M. (2020). Science Blogs as Critique—Building Public Identities in the Field of Translational Research. Science & Technology Studies, 33(3), 19–38. https://doi.org/10.23987/sts.75153

Hendriks, F., Kienhues, D., & Bromme, R. (2020). Replication crisis = trust crisis? The effect of successful vs failed replications on laypeople’s trust in researchers and research. Public Understanding of Science, 29(3), 270–288. https://doi.org/10.1177/0963662520902383

Herfeld, C., & Ivanova, M. (2020). Introduction: First principles in science—their status and justification. Synthese. https://doi.org/10.1007/s11229-020-02801-1

Hertel, S., & Karlen, Y. (2020). Implicit theories of self-regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12402

Heßelmann, F., & Reinhart, M. (2020). Fragmentierte Sichtbarkeiten. Kriminologisches Journal, 1, Article 1. https://content-select.com/de/portal/media/view/5ee2369b-ce84-4fe5-9ae2-4641b0dd2d03

Hirt, C., Karlen, Y., Suter, F., & Merki, K. M. (2020). Types of social help-seeking strategies in different and across specific task stages of a real, challenging long-term task and their role in academic achievement. Frontline Learning Research, 74–111. https://doi.org/10.14786/flr.v8i4.627

Hirt, C. N., Karlen, Y., Suter, F., & Maag Merki, K. (2020). Types of social help-seeking strategies in different and across specific task stages of a real, challenging long-term task and their role in academic achievement. Frontline Learning Research, 8(4), 74–111. https://doi.org/10.14786/flr.v8i4.627

Hockey, P., Vaithianathan, R., Baeker, A., Beer, F., Goodall, A. H., Hammerton, M., Jarvis, R., Brock, S., & Lorimer, L. (2020). Measuring the working experience of doctors in training. Future Healthcare Journal, 7(3), e17–e22. https://doi.org/10.7861/fhj.2020-0005

Holmes, D., Richardson, L., & Schäfer, M. S. (Eds.). (2020). Introduction to visualizing climate change. In Research Handbook on Communicating Climate Change (pp. 127–130). Edward Elgar Publishing. https://research.monash.edu/en/publications/research-handbook-on-communicating-climate-change

Jarren, O. (2020a). Bildung und Wissenschaft als Voraussetzung für Wissensdemokratien—Österreich-Bibliotheken im Zusammenspiel von Wissenschaft und Bildung. In B. europäische und internationale Angelegenheiten (Ed.), Austria Kultur International. Jahrbuch der Österreichischen Auslandskultur 2019 (pp. 57–560). Austria Kultur INT. https://doi.org/10.5167/uzh-198221

Jarren, O. (2020b). Corona-Pandemie—Ein mediatisiertes Krisenphänomen. Thema im Fokus: die Zeitschrift von Dialog Ethik, 144, 26–27.

Jarren, O. (2020c). Die Corona-Pandemie ist eine besondere Krise. https://www.higgs.ch/die-corona-pandemie-ist-eine-besondere-krise/33283/

Jarren, O. (2020d). Wettbewerbe treiben das deutsche Hochschulsystem - doch wohin? Ein helvetischer Seitenblick auf das deutsche Bildungs- und Universitätssystem, Binnenkenntnisse voraussetzend. Forschung Frankfurt, 12(3/4), 106–110.

Johann, D., Velicu, A., & Rauhut, H. (2020). Ko-Autorschaft und wissenschaftliche Publikationen: Kooperationen und Konflikte. Forschung und Lehre, 27(6), 506–507. https://doi.org/10.5167/uzh-188417

Kassab, O., Mutz, R., & Daniel, H.-D. (2020). Introducing and testing an advanced quantitative methodological approach for the evaluation of research centers: A case study on sustainability science. Research Evaluation, 29(2), 135–149. https://doi.org/10.1093/reseval/rvz029

Keller, T. R., Hase, V., Thaker, J., Mahl, D., & Schäfer, M. S. (2020). News Media Coverage of Climate Change in India 1997–2016: Using Automated Content Analysis to Assess Themes and Topics. Environmental Communication, 14(2), 219–235. https://doi.org/10.1080/17524032.2019.1643383

Kessler, S. H., Mede, N. G., & Schäfer, M. S. (2020). Eyeing CRISPR on Wikipedia: Using Eye Tracking to Assess What Lay Audiences Look for to Learn about CRISPR and Genetic Engineering. Environmental Communication, 14(7), 886–903. https://doi.org/10.1080/17524032.2020.1723668

Kienhues, D., Jucks, R., & Bromme, R. (2020). Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science. Educational Psychologist, 55(3), 144–154. https://doi.org/10.1080/00461520.2020.1784012

Klaic, A., Burtscher, M. J., & Jonas, K. (2020). Fostering team innovation and learning by means of team‐centric transformational leadership: The role of teamwork quality. Journal of Occupational and Organizational Psychology, 93(4), 942–966. https://doi.org/10.1111/joop.12316

Koch, C., Saner, M., Schäfer, M. S., Herrmann-Giovanelli, I., & Metag, J. (2020). “Space means Science, unless it’s about Star Wars”: A qualitative assessment of science communication audience segments. Public Understanding of Science, 29(2), 157–175. https://doi.org/10.1177/0963662519881938

Kordts-Freudinger, R., & Leschke, J. (2020). “Transforming and extending knowledge”. Ernest L. Boyers Scholarship reconsidered. Priorities of the professoriate als Initiator des Scholarship of Teaching and Learning. In P. Tremp & B. Eugster (Eds.), Klassiker der Hochschuldidaktik? Kartografie einer Landschaft (pp. 283–293). Springer Fachmedien. https://doi.org/10.1007/978-3-658-28124-3_18

Lehnert, P., Pfister, C., & Backes-Gellner, U. (2020). Employment of R&D personnel after an educational supply shock: Effects of the introduction of Universities of Applied Sciences in Switzerland. Labour Economics, 66, 101883. https://doi.org/10.1016/j.labeco.2020.101883

Lehnert, P., Pfister, C., Harhoff, D., & Backes-Gellner, U. (2020). Knowledge Complementarities and Patenting: Do New Universities of Applied Sciences Foster Regional Innovation? In Economics of Education Working Paper Series (Working Paper No. 164; Economics of Education Working Paper Series, Issue 164). Swiss Leading House “Economics of Education.” https://ideas.repec.org/p/iso/educat/0164.html

Mahl, D., Guenther, L., Schäfer, M. S., Meyer, C., & Siegen, D. (2020). “We are a Bit Blind About it”: A Qualitative Analysis of Climate Change-Related Perceptions and Communication Across South African Communities. Environmental Communication, 14(6), 802–815. https://doi.org/10.1080/17524032.2020.1736116

Maisano, F., Bäker, A., Taramasso, M., Jenny, B., Vicentini, L., Jenkins, V., Andreas, M., Pozzoli, A., Zuber, M., & Mestres, C. A. (2020). The Certificate of Advanced Studies (CAS) course adapted to a pandemic: Restructuring the CAS course at the University of Zürich during the COVID-19 pandemic. Challenges and learnings for future change in the delivery of cardiovascular education. European Heart Journal, 41(18), 1716–1718. https://doi.org/10.1093/eurheartj/ehaa284

Maynard, D., Lepori, B., Petrak, J., Song, X., & Laredo, P. (2020). Using ontologies to map between research data and policymakers’ presumptions: The experience of the KNOWMAK project. Scientometrics, 125(2), 1275–1290. Scopus. https://doi.org/10.1007/s11192-020-03664-6

Mede, N. G., & Schäfer, M. S. (2020a). Kritik der Wissenschaftskommunikation und ihrer Analyse: PUS, PEST, Politisierung und wissenschaftsbezogener Populismus. In H.-J. Bucher (Ed.), Medienkritik zwischen ideologischer Instrumentalisierung und kritischer Aufklärung (pp. 297–314). Herbert von Halem Verlag. https://doi.org/10.5167/uzh-190664

Mede, N. G., & Schäfer, M. S. (2020b). Science-related populism: Conceptualizing populist demands toward science. Public Understanding of Science, 29(5), 473–491. https://doi.org/10.1177/0963662520924259

Mede, N. G., Schäfer, M. S., & Füchslin, T. (2020). The SciPop Scale for Measuring Science-Related Populist Attitudes in Surveys: Development, Test, and Validation. International Journal of Public Opinion Research, edaa026. https://doi.org/10.1093/ijpor/edaa026

Metag, J. (2020). What drives science media use? Predictors of media use for information about science and research in digital information environments. Public Understanding of Science, 29(6), 561–578. https://doi.org/10.1177/0963662520935062

Ochsner, M. (2020a). Messung von Forschungsleistungen? Was gemessen wird und was gemessen werden will. In I. M. Welpe, J. Stumpf-Wollersheim, N. Folger, & M. Prenzel (Eds.), Leistungsbewertung in wissenschaftlichen Institutionen und Universitäten (pp. 350–378). De Gruyter Oldenbourg. https://doi.org/10.1515/9783110689884-017

Ochsner, M. (2020b). Bibliometrics in the Humanities, Arts and Social Sciences. In Handbook Bibliometrics (pp. 117–124). De Gruyter Saur. https://www.degruyter.com/document/doi/10.1515/9783110646610-013/html

Ochsner, M., Kancewicz-Hoffman, N., Hołowiecki, M., & Holm, J. (2020). Overview of Peer Review Practices in the SSH. (p. 1698374 Bytes). figshare. https://doi.org/10.6084/M9.FIGSHARE.12032589.V2

Ochsner, M., Kancewicz-Hoffman, N., Ma, L., Holm, J., Gedutis, A., Šima, K., Hug, S. E., Dewaele, A., & Jong, S. D. (2020). ENRESSH Policy Brief Research Evaluation. 155621 Bytes. https://doi.org/10.6084/M9.FIGSHARE.12049314.V1

Raabe, I. J., Ehlert, A., Johann, D., & Rauhut, H. (2020). Satisfaction of scientists during the COVID-19 pandemic lockdown. Humanities and Social Sciences Communications, 7(1), 1–7. https://doi.org/10.1057/s41599-020-00618-4

Rauhut, H., Johann, D., Jerke, J., Rathmann, J., & Velicu, A. (2020). The Zurich Survey of Academics: Methods, Design, and Data. Rauhut, Heiko; Johann, David; Jerke, Julia; Rathmann, Justus; Velicu, Antonia  (2020). The Zurich Survey of Academics: Methods, Design, and Data.  Zurich: University of Zurich. https://doi.org/10.5167/uzh-188304

Reinhart, M., & Schendzielorz, C. (2020). The lottery in Babylon—On the role of chance in scientific success. Journal of Responsible Innovation, 7(sup2), S25–S29. https://doi.org/10.1080/23299460.2020.1806429

Rost, K. (2020a). «Chef per Los?» Fokale Zufallsauswahl als Alternative für mehr Chancengleichheit in Winner-take-all Gesellschaften. In N. Bauer & J. Bayer (Eds.), Wirtschaft und Soziale Ungleichheit. Springer.

Rost, K. (2020b). CEO by Lot – How Focal Random Selection Mitigates Hubris, Stars Insight. Star Insight. https://www.the-stars.ch/wp-content/uploads/2019/04/Joel-BERGER_Margit-OSTERLOH_Katja-ROST_CEO-By-Lot.pdf

Rost, K., Frey, B. S., & Osterloh, M. (2020). Random Decisions in Management, Research and Politics. Beiträge Zur Aktuellen Wirtschaftspolitik, 2020–25, Article 2020–25.

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Schäfer, M. S. (2020). News media images of climate change: Reviewing the research. In D. Holmes & L. Richardson, Research Handbook on Communicating Climate Change (pp. 143–152). Edward Elgar Publishing. https://doi.org/10.4337/9781789900408.00024

Schäfer, M. S., & Fähnrich, B. (2020). Communicating science in organizational contexts: Toward an “organizational turn” in science communication research. Journal of Communication Management, 24(3), 137–154. https://doi.org/10.1108/JCOM-04-2020-0034

Schäfer, M. S., & Wessler, H. (2020). Öffentliche Kommunikation in Zeiten künstlicher Intelligenz: Warum und wie die Kommunikationswissenschaft Licht in die Black Box soziotechnischer Innovationen bringen sollte. Publizistik, 65(3), 307–331. https://doi.org/10.1007/s11616-020-00592-6

Schendzielorz, C., & Reinhart, M. (2020). Die Regierung der Wissenschaft im Peer Review / Governing Science Through Peer Review. dms – der moderne staat – Zeitschrift für Public Policy, Recht und Management, 13(1), Article 1. https://www.budrich-journals.de/index.php/dms/article/view/35458

Schlegel, T., Pfister, C., & Backes-Gellner, U. (2020). Tertiary Education Expansion and Regional Firm Development. In Economics of Education Working Paper Series (Working Paper No. 166; Economics of Education Working Paper Series, Issue 166). Swiss Leading House “Economics of Education.” https://ideas.repec.org/p/iso/educat/0166.html

Simons, A., Riedel, N., Toelch, U., Hendriks, B., Müller-Ohlraun, S., Liebenau, L., Ambrasat, J., Dirnagl, U., & Reinhart, M. (2020). Assessing the Organizational Climate for Translational Research with a New Survey Tool. Science and Engineering Ethics, 26(6), 2893–2910. https://doi.org/10.1007/s11948-020-00234-0

Sporn, B., & van der Wende, M. (2020). The New Silk Road and the “Idea of the University.” In M. van der Wende, W. Kirby, N. C. Liu, & S. Marginson (Eds.), China and Europe on the New Silk Road (pp. 331–360). Oxford University Press. https://doi.org/10.1093/oso/9780198853022.003.0018

Stadtler, M., Scharrer, L., & Bromme, R. (2020). How Relevance Affects Understanding of Conflicts Between Multiple Documents: An Eye-Tracking Study. Reading Research Quarterly, 55(4), 625–641. Scopus. https://doi.org/10.1002/rrq.282

Tuor Sartore, S. N., & Backes-Gellner, U. (2020). Educational diversity and individual pay: The advantages of combining academic and VET graduates in the workplace. Empirical Research in Vocational Education and Training, 12(1), 13. https://doi.org/10.1186/s40461-020-00099-4

Valinciute, A., & Schäfer, M. S. (2020). Lithuanians’ perceptions of vaccination and their sources of information: A literature review. International Journal of Public Health, 65(6), 981–991. https://doi.org/10.1007/s00038-020-01389-0

Vereinigung der Bayerischen Wirtschaft, Aktionsrat Bildung, Anders, Y., Daniel, H.-D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Rossbach, H.-G., Seidel, T., Tippelt, R., & Wössman, L. (2020). Bildung zu demokratischer Kompetenz: Gutachten.

Vogler, D., & Schäfer, M. S. (2020). Growing Influence of University PR on Science News Coverage? A Longitudinal Automated Content Analysis of University Media Releases and Newspaper Coverage in Switzerland, 2003‒2017. International Journal of Communication, 14(0), 22.

Vogler, D., Schäfer, M. S., & Forschungszentrum Öffentlichkeit und Gesellschaft (fög) (2020). Bedeutung und Qualität der Wissenschaftsberichterstattung in Schweizer Medien. Qualität der Medien, 11, 77–87. https://doi.org/10.5167/uzh-197581

Widmer, T. (2020). Wechselwirkungen von Politik und Evaluation: Befunde aus der Schweiz / Interactions between policy and evaluation: findings from Switzerland. Der Moderne Staat, 13(1), 7–8.

Wilhelm, E. (2020). Zehn Thesen zur Entwicklung der Pädagogischen Hochschulen der Schweiz [Application/pdf]. https://doi.org/10.21256/ZHAW-20175

Wilhelm, E., Probst Schilter, C., & Wassmer, C. (2020). Wissenschaft in der Vertrauenskrise? : Plädoyer für eine gemeinwohlorientierte Wissenschaft. https://doi.org/10.21256/ZHAW-19884

Wolbring, T. (2020a). Experiments in the Laboratory and in Other Settings. In SAGE Research Methods Foundations. SAGE Publications Ltd. https://doi.org/10.4135/9781526421036878173

Wolbring, T. (2020b). The Digital Revolution in the Social Sciences: Five Theses about Big Data and Other Recent Methodological Innovations from an Analytical Sociologist. In J.-H. Maasen S. ,. Passoth (Ed.), Sociology of the Digital – Digital Sociology? (pp. 60–72). Nomos.

Xu, K., Liu, F., Mou, Y., Wu, Y., Zeng, J., & Schäfer, M. S. (2020). Using Machine Learning to Learn Machines: A Cross-Cultural Study of Users’ Responses to Machine-Generated Artworks. Journal of Broadcasting & Electronic Media, 64(4), 566–591. https://doi.org/10.1080/08838151.2020.1835136

Zeng, J., Chan, C., & Schäfer, M. S. (2020). Contested Chinese Dreams of AI? Public discourse about Artificial intelligence on WeChat and People’s Daily Online. Information, Communication & Society, 1–22. https://doi.org/10.1080/1369118X.2020.1776372

Zeng, J., Schäfer, M. S., & Allgaier, J. (2020). Reposting «until Einstein is TikTok Famous». The Memetic Construction of Science on TikTok. International Journal of Communication.

Zimmerli, W. Ch. (2020a, December 29). Künstliche Intelligenz in der Wissenschaft: Nutzt die Fähigkeit der KI! Die Zeit. https://www.zeit.de/2021/01/kuenstliche-intelligenz-wissenschaft-forschung-wissen-nutzen

Zimmerli, W. Ch. (2020b, July 9). Wird “Nach” Corona nichts mehr so sein wie zuvor? Institute for Human Sciences. https://www.iwm.at/blog/wird-nach-corona-nichts-mehr-so-sein-wie-zuvor

Zimmerli, W. Ch. (2020c). Deus Malignus – The Digital Rehabilitation of Deception. In B. P. Goecke & A. M. Rosenthal-von der Pütten (Eds.), Artificial Intelligence: Reflections in Philosophy, Theology, and the Social Sciences. Brill mentis. https://brill.com/view/title/56911

Zimmerli, W. Ch. (2020d, October 2). DSI Insights: Die digitale Virtualisierung der Hochschulen. Inside IT. https://www.inside-it.ch/de/post/dsi-insights-die-digitale-virtualisierung-der-hochschulen-20201002

2019

Arlt, D., Rauchfleisch, A., & Schäfer, M. S. (2019). Between Fragmentation and Dialogue. Twitter Communities and Political Debate About the Swiss “Nuclear Withdrawal Initiative.” Environmental Communication, 13(4), 440–456. https://doi.org/10.1080/17524032.2018.1430600

Ayaita, A., Pull, K., & Backes-Gellner, U. (2019). You get what you ‘pay’ for: academic attention, career incentives and changes in publication portfolios of business and economics researchers. Journal of Business Economics, 89(3), 273–290. https://doi.org/10.1007/s11573-017-0880-6

Backes-Gellner, U., Böhringer, C., Cantner, U., Harhoff, D., Hölzle, K., & Schnitzer, M. (2019a). Commission of Experts for Research and Innovation – 2019 “Research, Innovation and Technological Performance in Germany.” Buch- und Offsetdruckerei H. Heenemann GmbH & Co. KG. https://www.zora.uzh.ch

Backes-Gellner, U., Böhringer, C., Cantner, U., Harhoff, D., Hölzle, K., & Schnitzer, M. (2019b). EFI-Jahresgutachten 2019 “Forschung, Innovation und technologische Leistungsfähigkeit Deutschlands” (Expertenkommission Forschung und Innovation (EFI), Ed.). Buch- und Offsetdruckerei H. Heenemann GmbH & Co. KG. https://www.zora.uzh.ch

Beywl, W., Böttcher, W., Hense, J., & Widmer, T. (2019). Vorläufer, Entstehung und Weiterentwicklung der Standards für Evaluation. In J. Hense, W. Böttcher, M. Kalman, & W. Meyer (Eds.), Evaluation: Standards in unterschiedlichen Handlungsfeldern einheitliche Qualitätsansprüche trotz heterogener Praxis? (pp. 15–34). Waxmann Verlag.

Bonfadelli, H. (2019a). Die Wissenskluft-Perspektive: Zum Einfluss von Kognitionen und Emotionen. In H. Schramm, J. Matthes, & C. Schemer (Eds.), Emotions Meet Cognitions: Zum Zusammenspiel von emotionalen und kognitiven Prozessen in der Medienrezeptions- und Medienwirkungsforschung (pp. 73–82). Springer Fachmedien. https://doi.org/10.1007/978-3-658-25963-1_6

Bonfadelli, H. (2019b). Nutzung und Wirkung von Hochschulkommunikation. In B. Fähnrich, J. Metag, S. Post, & M. S. Schäfer (Eds.), Forschungsfeld Hochschulkommunikation (pp. 393–413). Springer Fachmedien. https://doi.org/10.1007/978-3-658-22409-7_18

Bos, W., Daniel, H. D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Rossbach, H.-G., Seidel, T., Tippelt, R., & Wössman, L. (2019). Region und Bildung. Mythos Stadt - Land (Vereinigung der Bayerischen Wirtschaft, Ed.; 1. Auflage). Waxmann.

Bucchi, M. (2019a). A Paper is like a Horse – and a Book is like a Whale? Sociologica, Vol 13, 9-11 Pages. https://doi.org/10.6092/ISSN.1971-8853/9379

Bucchi, M. (2019b). Facing the challenges of science communication 2.0: quality, credibility and expertise. EFSA Journal, 17(Proceedings of the Third EFSA Scientific Conference: Science, Food and Society Guest Editors: Devos Y, Elliott KC and Hardy A). https://doi.org/10.2903/j.efsa.2019.e170702

Bucchi, M. (2019c). Science in society discussed with my father: A parting editorial in the form of a dialogue. Public Understanding of Science, 28(5), 514–518. https://doi.org/10.1177/0963662519851612

Busemeyer, M. R., & Garritzmann, J. L. (2019). Bildungspolitik und der Sozialinvestitionsstaat. In H. Obinger & M. G. Schmidt (Eds.), Handbuch Sozialpolitik (pp. 783–805). Springer Fachmedien. https://doi.org/10.1007/978-3-658-22803-3_38

Christian Wassmer, & Carole Probst. (2019).Wettbewerb und Kooperation in der Nutzung von Absolventenstudien in der Schweiz. https://doi.org/10.3217/ZFHE-14-04/11

Criblez, L. (2019). Die gymnasiale Matur als allgemeiner Hochschulzulassungsausweis: bildungshistorische Reminiszenzen. In D. Holtsch, M. Oepke, & S. Schumann (Eds.), Lehren und Lernen auf der Sekundarstufe II: Gymnasial- und wirtschaftspädagogische Perspektiven (pp. 96–108). hep Verlag. https://www.zora.uzh.ch

Daniel, H.-D. (2019a). Hochschule. In Vereinigung der Bayerischen Wirtschaft (Ed.), Region und Bildung. Mythos Stadt - Land (1. Auflage, pp. 153–178). Waxmann.

Daniel, H.-D. (2019b). Lutz Bornmann: Recipient of the 2019 Derek John de Solla Price Medal. Scientometrics, 121(3), 1235–1238. https://doi.org/10.1007/s11192-019-03251-4

Daniel, H.-D., Krempkow, R., & Schmidt, U. (2019). Einführung der geschäftsführenden Herausgeber. Qualität in der Wissenschaft, 13(3+4), 64–65. https://www.research-collection.ethz.ch/handle/20.500.11850/388955

Dingwerth, K., & Kordts-Freudinger, R. (2019). Kompetenzen vor Inhalte: Die Kleine Reihe Hochschuldidaktik Politik. Zeitschrift für Politikwissenschaft, 29(3), 449–457. https://doi.org/10.1007/s41358-019-00195-2

Fähnrich, B., Metag, J., Post, S., & Schäfer, M. S. (2019). Hochschulkommunikation aus kommunikationswissenschaftlicher Perspektive. In B. Fähnrich, J. Metag, S. Post, & M. S. Schäfer (Eds.), Forschungsfeld Hochschulkommunikation (pp. 1–21). Springer Fachmedien. https://doi.org/10.1007/978-3-658-22409-7_1

Fähnrich, B., Metag, J., Post, S., Schäfer, M. S., Fähnrich, B., Metag, J., Post, S., & Schäfer, M. S. (Eds.). (2019). Forschungsfeld Hochschulkommunikation. Springer Fachmedien. https://doi.org/10.1007/978-3-658-22409-7_1

Fähnrich, B., & Schäfer, M. S. (2019). Partizipative Hochschulkommunikation. In B. Fähnrich, J. Metag, S. Post, & M. S. Schäfer (Eds.), Forschungsfeld Hochschulkommunikation (pp. 227–245). Springer Fachmedien. https://doi.org/10.1007/978-3-658-22409-7_11

Füchslin, T., Schäfer, M. S., & Metag, J. (2019). Who wants to be a citizen scientist? Identifying the potential of citizen science and target segments in Switzerland. Public Understanding of Science, 28(6), 652–668. https://doi.org/10.1177/0963662519852020

Giménez-Toledo, E., Mañana-Rodríguez, J., Engels, T. C. E., Guns, R., Kulczycki, E., Ochsner, M., Pölönen, J., Sivertsen, G., & Zuccala, A. A. (2019). Taking scholarly books into account, part II: a comparison of 19 European countries in evaluation and funding. Scientometrics, 118(1), 233–251. https://doi.org/10.1007/s11192-018-2956-7

Hendriks, B., Reinhart, M., & Schendzielorz, C. (2019). Keine Exzellenz ohne Mittelklasse! Komplexe Dynamiken globaler und lokaler Entwicklungen. Verhandlungen des 39. Kongresses der Deutschen Gesellschaft für Soziologie in Göttingen 2018., 39. https://publikationen.soziologie.de

Herfeld, C., & Doehne, M. (2019). The diffusion of scientific innovations: A role typology. Studies in History and Philosophy of Science, 77, 64–80. https://doi.org/10.1016/j.shpsa.2017.12.001

Herfeld, C., & Lisciandra, C. (2019). Knowledge transfer and its contexts. Studies in History and Philosophy of Science, 77, 1–10. https://doi.org/10.1016/j.shpsa.2019.06.002

Hesselmann, F., & Reinhart, M. (2019). Science Means Never Having to Say You’re Sorry? Apologies for Scientific Misconduct. Science Communication, 41(5), 552–579. https://doi.org/10.1177/1075547019860848

Hoeschler, P., & Backes-Gellner, U. (2019). Shooting for the Stars and Failing: College Dropout and Self-Esteem (Working Paper No. 0100; Economics of Education Working Paper Series). Swiss Leading House “Economics of Education.” https://ideas.repec.org/p/iso/educat/0100.html

Jerke, J., Johann, D., Rauhut, H., & Thomas, K. (2019). Too sophisticated even for highly educated survey respondents? A qualitative assessment of indirect question formats for sensitive questions. Survey Research Methods, 13(3), 319–351. https://doi.org/10.18148/srm/2019.v13i3.7453

Johann, D., & Mayer, S. J. (2019). The Perception of Scientific Authorship Across Domains. Minerva, 57(2), 175–196. https://doi.org/10.1007/s11024-018-9363-3

Kassab, O., Mutz, R., & Daniel, H.-D. (2019). Introducing and testing an advanced quantitative methodological approach for the evaluation of research centers: a case study on sustainability science. Research Evaluation, rvz029. https://doi.org/10.1093/reseval/rvz029

Kessler, S. H., Fähnrich, B., & Schäfer, M. S. (2019). Science communication research in the German-speaking countries: A content analysis of conference abstracts. Studies in Communication Sciences, 19(2), 243–251–243–251. https://doi.org/10.24434/j.scoms.2019.02.012

Kleinen-von Königslöw, K., Post, S., & Schäfer, M. S. (2019). How news media (de-)legitimize national and international climate politics – A content analysis of newspaper coverage in five countries. International Communication Gazette, 81(6–8), 518–540. https://doi.org/10.1177/1748048518825092

Kordts-Freudinger, R., & Van Treeck, T. (2019). Auf wissenschaftlichen Tagungen auch noch was lernen: Tagungsformate bei der Jahrestagung der dghd 2017. In Y.-B. Böhler, S. Heuchemer, & B. Szczyrba (Eds.), Hochschuldidaktik erforscht wissenschaftliche Perspektiven auf Lehren und Lernen. Profilbil-dung und Wertefragen in der Hochschulentwicklung IV (pp. 51–62). TH Köln. https://www.alexandria.unisg.ch

Kövér, Á., & Franger, G. (Eds.). (2019). Leaving the ivory tower: universities’ third mission and the quest for legitimacy. In University and society: interdependencies and exchange (pp. 39–57). EE | Edward Elgar Publishing.

Lepori, B., Geuna, A., & Mira, A. (2019). Scientific output scales with resources. A comparison of US and European universities. PLoS ONE, 14(10). Scopus. https://doi.org/10.1371/journal.pone.0223415

Lepori, B., Guerini, M., Scherngell, T., & Laredo, P. (2019). The spatial distribution of knowledge production in Europe. Evidence from KET and SGC. 1, 685–690. Scopus.

Lepori, Benedetto, & Greco, S. (2019). 18. Grant proposal writing as a dialogic process. De Gruyter Mouton. https://www.degruyter.com

Mantegazzini, B. A., & Lepori, B. (2019). HEIs participations and mobility in the European Framework Programmes. 1, 1262–1269. Scopus.

Metag, J., & Schäfer, M. S. (2019). Hochschulkommunikation in Online-Medien und Social Media. In B. Fähnrich, J. Metag, S. Post, & M. S. Schäfer (Eds.), Forschungsfeld Hochschulkommunikation (pp. 363–391). Springer Fachmedien. https://doi.org/10.1007/978-3-658-22409-7_17

Mutz, R., & Daniel, H.-D. (2019a). How Should We Measure Individual Researcher`s Performance Capacity Within and Between Universities? A Multilevel Extension of the Bibliometric Quotient (BQ). In G. Catalano, C. Daraio, Gregori, Moed, & G. Ruoca (Eds.), Proceedings of the 17th International Conference on Scientometrics & Informetrics ISSI, September 2-5, 2019 Sapienza University Rom, Italy (pp. 1098–1109). International Society for Scientometrics and Informetrics. https://www.zora.uzh.ch/id/eprint/179092/

Mutz, R., & Daniel, H.-D. (2019b). How to consider fractional counting and field normalization in the statistical modeling of bibliometric data: A multilevel Poisson regression approach. Journal of Informetrics, 13(2), 643–657. https://doi.org/10.1016/j.joi.2019.03.007

Oehmer, F., & Jarren, O. (2019). Foundations as organisational science policy interfaces? An analysis of the references to foundations made during parliamentary debates in the German federal parliament. Journal of Science Communication, 18(3), A06. https://doi.org/10.22323/2.18030206

Post, S., Kleinen-von Königslöw, K., & Schäfer, M. S. (2019). Between Guilt and Obligation: Debating the Responsibility for Climate Change and Climate Politics in the Media. Environmental Communication, 13(6), 723–739. https://doi.org/10.1080/17524032.2018.1446037

Reinhart, M. (2019). Fraud and Misconduct in Research: Detection, Investigation, and Organizational Response by Nachman Ben-Yehuda and Amalya Oliver-Lumerman. American Journal of Sociology, 124(5), 1598–1600. https://doi.org/10.1086/701692

Rost, K., & Osterloh, M. (Eds.). (2019). Der Zufallsmechanismus: ein neues Paradigma für bessere Entscheidungen. Zeitschrift Für Organisation n (ZfO), 3/2019.

Schäfer, M. S., Kessler, S. H., & Fähnrich, B. (2019). Analyzing science communication through the lens of communication science: Reviewing the empirical evidence. In A. Leßmöllmann, M. Dascal, & T. Gloning (Eds.), Science Communication (pp. 77–104). De Gruyter Mouton. https://doi.org/10.1515/9783110255522-004

Schäfer, M. S., & North, P. (2019). Are social media making constructive climate policymaking harder? In M. Hulme (Ed.), Contemporary Climate Change Debates. Routledge. 

Scharrer, L., Stadtler, M., & Bromme, R. (2019a). Biased recipients encounter biased sources: Effect of ethical (dis‐)agreement between recipient and author on evaluating scientific claims. Applied Cognitive Psychology, 33(6), 1165–1177. https://doi.org/10.1002/acp.3563

Scharrer, L., Stadtler, M., & Bromme, R. (2019b). Judging scientific information: Does source evaluation prevent the seductive effect of text easiness? Learning and Instruction, 63, 101215. https://doi.org/10.1016/j.learninstruc.2019.101215

Sporn, B. (2019). Adaptive University Structures. In P. O. Teixeira, A. Veiga, M. J. Rosa, & A. M. Magalhães (Eds.), Under pressure: higher education institutions coping with multiple challenges (pp. 37–54). Brill Sense.

Thies, K., & Kordts-Freudinger, R. (2019a). German higher education academic staff’s positive emotions through work domains. International Journal of Educational Research, 98, 1–12. https://doi.org/10.1016/j.ijer.2019.08.004

Thies, K., & Kordts-Freudinger, R. (2019b). University academics’ state emotions and appraisal antecedents: an intraindividual analysis. Studies in Higher Education, 44(10), 1723–1733. https://doi.org/10.1080/03075079.2019.1665311

Teixeira, P. N., Veiga, A., João Machado Pires da Rosa, M., & Magalhães, A. (2019). Under Pressure: Higher Education Institutions Coping with Multiple Challenges. BRILL.

van der Beek, S., Bellhäuser, H., Karlen, Y., & Hertel, S. (2019). New ways in fostering self-regulated learning at university: How  effective are web-based courses when compared to regular attendance-based courses? Zeitschrift Für Pädagogische Psychologie, 34(2), 117–129. https://doi.org/10.1024/1010-0652/a000254

Widmer, T., Eberli, D., & Frey, K. (2019). Evaluation of the human research act: analysis of the quality of selected human research projects. Widmer, Thomas; Eberli, Daniela; Frey, Kathrin  (2019). Evaluation of the Human Research Act: Analysis of the Quality of Selected Human Research Projects.  Zurich: University of Zurich. Dept. of Political Science. https://doi.org/10.5167/uzh-184264

Widmer, T., Frey, K., Eberli, D., Schläpfer, B., & Rickenbacher, J. (2019). Evaluation des Humanforschungsgesetzes (HFG): Schlussbericht. Widmer, Thomas; Frey, Kathrin; Eberli, Daniela; Schläpfer, Basil; Rickenbacher, Julia  (2019). Evaluation des Humanforschungsgesetzes (HFG): Schlussbericht.  Zürich: Institut für Politikwissenschaft. https://doi.org/10.5167/uzh-178458

Wilhelm, E. (2019a). Aufklärung und Wissenschaft in der Krise : Wiederbelebung der Religionen? https://doi.org/10.21256/ZHAW-18448

Wilhelm, E. (2019b). The university as an open platform? : a critique of agility. https://doi.org/10.21256/ZHAW-18134

Wilhelm, E. (2019c). Wissenschaft und Demokratie in der Krise? Neue Zürcher Zeitung, 9. https://doi.org/10.21256/zhaw-18228

Zacharewicz, T., Lepori, B., Reale, E., & Jonkers, K. (2019). Performance-based research funding in EU Member States - A comparative assessment. Science and Public Policy, 46(1), 105–115. Scopus. https://doi.org/10.1093/scipol/scy041

2018

Backes-Gellner, U., Bäker, A., & Pull, K. (2018). The Opportunity Costs of Becoming a Dean: Does Leadership in Academia Crowd Out Research? Schmalenbach Business Review, 70(2), 189–208. https://doi.org/10.1007/s41464-018-0048-0

Backes-Gellner, U., Böhringer, C., Cantner, U., Harhoff, D., Ott, I., & Schnitzer, M. (2018a). Commission of Experts for Research and Innovation - 2018 “Research, Innovation and Technological Performance in Germany.” Buch- und Offsetdruckerei H. Heenemann GmbH & Co. KG. https://www.zora.uzh.ch/id/eprint/150351/

Backes-Gellner, U., Böhringer, C., Cantner, U., Harhoff, D., Ott, I., & Schnitzer, M. (2018b). EFI-Jahresgutachten 2018 “Forschung, Innovation und technologische Leistungsfähigkeit Deutschlands” (Expertenkommission Forschung und Innovation (EFI), Ed.). Buch- und Offsetdruckerei H. Heenemann GmbH & Co. KG. https://www.zora.uzh.ch/id/eprint/172253/

Boitier, M., Riviere, A., Wenzlaff, F., & Hattke, F. (2018). Hybrid Organizational Responses to Institutional Complexity: A Cross-Case Study of Three European Universities. Management International / International Management / Gestiòn Internacional, 22(4), 121–135. https://doi.org/10.7202/1060842ar

Bos, W., Daniel, H. D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Rossbach, H.-G., Seidel, T., Tippelt, R., & Wössman, L. (2018). Digitale Souveränität und Bildung (Vereinigung der Bayerischen Wirtschaft, Ed.; 1. Auflage). Waxmann.

Brendel, S., Brinker, T., Kordts-Freudinger, R., & Scholkmann, A. (2018). Empfehlungen zur Qualifizierung und Weiterbildung der hochschuldidaktisch Tätigen: Auf dem Weg zur gekonnten Beruflichkeit. In A. Scholkmann, S. Brendel, T. Brinker, & R. Kordts-Freudinger (Eds.), Zwischen Qualifizierung und Weiterbildung: Reflexionen zur gekonnten Beruflichkeit in der Hochschuldidaktik (Vol. 134). wbv Media. https://www.alexandria.unisg.ch/256043/

Bromme, R., & Beelmann, A. (2018). Transfer Entails Communication: The Public Understanding of (Social) Science as a Stage and a Play for Implementing Evidence-Based Prevention Knowledge and Programs. Prevention Science, 19(3), 347–357. https://doi.org/10.1007/s11121-016-0686-8

Bromme, R., Stadtler, M., & Scharrer, L. (2018). The provenance of certainty: Multiple source use and the public engagement with science. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use (pp. 269–284). Routledge, Taylor & Francis Group.

Bucchi, M. (2018). ‘The winner takes it all?’ Nobel laureates and the public image of science. Public Understanding of Science, 27(4), 390–396. https://doi.org/10.1177/0963662518764948

Buhl, H. M., Bohndick, C., Bonanati, S., Greiner, C., Hilkenmeier, J., & Kordts-Freudinger, R. (2018). Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums. In M. Krämer, S. Preiser, & K. Brusdeylins (Eds.), Psychologiedidaktik und Evaluation XII: Vol. XII (pp. 351–357). Shaker. https://www.alexandria.unisg.ch/256324/

Busemeyer, M. R., Garritzmann, J. L., Neimanns, E., & Nezi, R. (2018). Investing in education in Europe: Evidence from a new survey of public opinion. Journal of European Social Policy, 28(1), 34–54. https://doi.org/10.1177/0958928717700562

Chassonnery-Zaïgouche, C., Herfeld, C. S., & Pinzón-Fuchs, E. (2018). New Scope, New Sources, New Methods? An Essay on Contemporary Scholarship in History of Economic Thought Journals, 2016-2017 (SSRN Scholarly Paper ID 3175929). Social Science Research Network. https://doi.org/10.2139/ssrn.3175929

Claveau, F., & Herfeld, C. S. (2018). Social Network Analysis: A Complementary Method of Discovery for the History of Economics (SSRN Scholarly Paper ID 3141762). Social Science Research Network. https://papers.ssrn.com/abstract=3141762

Criblez, L. (2018). Ein window of opportunity als Bedingung für Bildungsreformen: das Beispiel der Bildungsexpansion in der Schweiz. In W. Göttlicher, J.-W. Link, & E. Matthes (Eds.), Bildungsreform als Thema der Bildungsgeschichte (pp. 247–264). Julius Klinkhardt. https://www.zora.uzh.ch/id/eprint/166632/

Criblez, L., & Manz, K. (2018). Die kantonalen Erziehungsdirektoren im nationalen Parlament: Akteurverflechtungen im bildungspolitischen Mehrebenensystem (1848–1980). Traverse: Zeitschrift für Geschichte, Zürich, 25(3), 73–86. https://www.zora.uzh.ch/id/eprint/166629/

Daniel, H.-D. (2018a). Hochschule. In Vereinigung der Bayerischen Wirtschaft, W. Bos, H. D. Daniel, B. Hannover, O. Köller, D. Lenzen, N. McElvany, H.-G. Rossbach, T. Seidel, R. Tippelt, & L. Wössman, Digitale Souveränität und Bildung (1. Auflage, pp. 166–195). Waxmann.

Daniel, H.-D. (2018b). Internationalization in German Higher Education. In R. M. Helms, L. E. Rumbley, & L. Brajkovic (Eds.), Mapping Internationalization Globally: National Profiles and Perspectives (pp. 18–21).

Eigenmann, P. (2018). Vom Aktivismus zur Professionalität: Voraussetzungen und Folgen der Institutionalisierung interkultureller Pädagogik in den 1980er-Jahren. Jahrbuch für Historische Bildungsforschung, 23(23), 98–118. PDF

Euler, D., & Sporn, B. (2018). Editorial: Institutionelle Differenzierung und Profilbildung im Hochschulbereich. Zeitschrift für Hochschulentwicklung, 13(3), 9–15. https://doi.org/10.3217/zfhe-13-03/01

Frost, J., & Hattke, F. (2018). Governing Collective Action – The Impetus for University Commons. European Review, 26(S1), S70–S84. https://doi.org/10.1017/S1062798717000552

Füchslin, T., Schäfer, M. S., & Metag, J. (2018). A Short Survey Instrument to Segment Populations According to Their Attitudes Toward Science. Scale Development, Optimization and Assessment. Environmental Communication, 12(8), 1095–1108. https://doi.org/10.1080/17524032.2018.1461673

Gross, J., Balestra, S., & Backes-Gellner, U. (2018). Class Size in Early Grades, Student Grit and Later School Outcomes (Working Paper No. 0129; Economics of Education Working Paper Series). Swiss Leading House “Economics of Education.” https://ideas.repec.org/p/iso/educat/0129.html

Hamann, J., Kaldewey, D., Bieletzki, N., Bloch, R., Flink, T., Franzen, M., Graf, A., Hölscher, M., Hülsmann, I., Kosmützky, A., Krüger, A. K., Mayer, A., Meier, F., Müller, R., Priester, S., Reinhart, M., Rödder, S., Schneickert, C., & Velarde, K. S. (2018). Aktuelle Herausforderungen der Wissenschafts- und Hochschulforschung. Soziologie - Forum der Deutschen Gesellschaft für Soziologie, 2, 187–203. https://publikationen.soziologie.de

Hargittai, E., Füchslin, T., & Schäfer, M. S. (2018). How Do Young Adults Engage With Science and Research on Social Media? Some Preliminary Findings and an Agenda for Future Research. Social Media + Society, 4(3). https://doi.org/10.1177/2056305118797720

Hattke, F., Bögner, I., & Vogel, R. (2018). (Why) Do you trust your reviewers? Influence behaviors, trustworthiness, and commitment to peer review. Managementforschung, 28(1), 61–86. https://doi.org/10.1365/s41113-018-0022-2

Hendriks, B., Reinhart, M., & Schendzielorz, C. (2018). The growth of science: Implications for the evaluation and funding of research in Switzerland. Swiss Science Council SSC. PDF

Henningsen, L., Konrad, J., & Jonas, K. (2018). Erfolgsfaktoren für die Gewinnung von Dekan_innen: Deskriptive Ergebnisse zweier Online-Befragungen mit Professor_innen und Expert_innen in Deutschland, Österreich und der Schweiz. Hochschulmanagement, 13(3), 86–93. https://doi.org/10.5167/uzh-157608

Herfeld, C., & Doehne, M. (2018). The Diffusion of Scientific Innovations: Arguments for an Integrated Approach. In Emerging Trends in the Social and Behavioral Sciences (pp. 1–14). American Cancer Society. https://doi.org/10.1002/9781118900772.etrds0462

Höhener, L., & Criblez, L. (2018). Wissenstransfer im Kontext der Schweizer Curriculumdiskussionen der 1970er-Jahre. Schweizerische Zeitschrift für Bildungswissenschaften, 40(1), 87–109. http://nbn-resolving.de

Hummel, K., Pfaff, D., & Rost, K. (2018). Does Economics and Business Education Wash Away Moral Judgment Competence? Journal of Business Ethics, 150(2), 559–577. https://ideas.repec.org

Kaiser, U., Kongsted, H. C., Laursen, K., & Ejsing, A.-K. (2018). Experience matters: The role of academic scientist mobility for industrial innovation. Strategic Management Journal, 39(7), 1935–1958. https://doi.org/https://doi.org/10.1002/smj.2907

Karlen, Y., & Hertel, S. (2018). Selbstreguliertes Lernen in unterschiedlichen Phasen des Bildungsverlaufs. Unterrichtswissenschaft, 46(4), 373–378. https://doi.org/10.1007/s42010-018-0032-x

Kienhues, D., Thomm, E., & Bromme, R. (2018). Specificity reloaded: How multiple layers of specificity influence reasoning in science argument evaluation. In Scientific Reasoning and Argumentation: The Roles of Domain-Specific and Domain-General Knowledge (pp. 251–270). Scopus. https://doi.org/10.4324/9780203731826

Klaic, A., Burtscher, M. J., & Jonas, K. (2018). Person-supervisor fit, needs-supplies fit, and team fit as mediators of the relationship between dual-focused transformational leadership and well-being in scientific teams. European Journal of Work and Organizational Psychology, 27(5), 669–682. https://doi.org/10.1080/1359432X.2018.1502174

Kordts-Freudinger, R., Braukmann, J., & Schulte, R. (2018). Scholarship of Teaching and Learning – individuell-evidenzbasiertes Lehren. In N. Schaper & B. Szczybra (Eds.), Forschungsformate zur evidenzbasierten Fundierung hochschuldidaktischen Handelns. TH Köln. https://cos.bibl.th-koeln.de

Kordts-Freudinger, R., Fritzsche, E., & Schlingensiepen, J. (2018). Study motivation and academic emotions in engineering students. A case study in German higher education. In C. Gonzales, M. Castro, & M. Llamas (Eds.), Proceedings of the 2018 IEEE Global Engineering Education Conference (pp. 569–576). EDUCON. https://www.alexandria.unisg.ch/254965/

Kordts-Freudinger, R., Klingsieck, K. B., & Seifried, E. (2018). Beforschung einer eigenen Vorlesung: Effekte von Wahlfreiheit auf Leistung und Konfidenz. Zeitschrift für Hochschulentwicklung, 13(1), 85–104. https://doi.org/10.3217/zfhe-13-01/05

Kordts-Freudinger, R., & Thies, K. (2018). Regulate this: Emotionen und Lehrorientierungen der Hochschullehrenden. In G. Hagenauer & T. Hascher (Eds.), Emotionen und Emotionsregulation in Schule und Hochschule. Waxmann. https://www.alexandria.unisg.ch/254984/

Kornwachs, K., & Zimmerli, W. (Eds.). (2018). Technologie und Philosophie – ein Januskopf. In Technik denken: philosophische Annäherungen: Festschrift für Klaus Kornwachs (pp. 21–30). Franz Steiner Verlag.

Lepori, B., & Jongbloed, B. (2018). National resource allocation decisions in higher education: Objectives and dilemmas. In Handbook on the Politics of Higher Education (pp. 211–228). Scopus.

Lepori, B., Reale, E., & Spinello, A. O. (2018). Conceptualizing and measuring performance orientation of research funding systems. Research Evaluation, 27(3), 171–183. Scopus. https://doi.org/10.1093/reseval/rvy007

Lepori, B., Thelwall, M., & Hoorani, B. H. (2018). Which US and European Higher Education Institutions are visible in ResearchGate and what affects their RG score? Journal of Informetrics, 12(3), 806–818. Scopus. https://doi.org/10.1016/j.joi.2018.07.001

Metag, J., Maier, M., Füchslin, T., Bromme, L., & Schäfer, M. S. (2018). Between Active Seekers and Non-Users: Segments of Science-related Media Usage in Switzerland and Germany. Environmental Communication, 12(8), 1077–1094. https://doi.org/10.1080/17524032.2018.1463924

Metag, J., & Schäfer, M. S. (2018). Audience Segments in Environmental and Science Communication: Recent Findings and Future Perspectives. Environmental Communication, 12(8), 995–1004. https://doi.org/10.1080/17524032.2018.1521542

Meyer, M., & Schachermayer-Sporn, B. (2018). Leaving the Ivory Tower: Universities’ Third Mission and the Search for Legitimacy. Zeitschrift Für Hochschulentwicklung, 13(2), 41–60. PDF

Mutz, R., & Daniel, H.-D. (2018). The bibliometric quotient (BQ), or how to measure a researcher’s performance capacity: A Bayesian Poisson Rasch model. Journal of Informetrics, 12(4), 1282–1295. https://doi.org/10.1016/j.joi.2018.10.006

Nisbet, M. C., Ho, S. S., Markowitz, E., O’Neill, S., Schäfer, M. S., & Thaker, J. (Eds.). (2018). The Oxford Encyclopedia of Climate Change Communication. Oxford University Press.

Painter, J., Kristiansen, S., & Schäfer, M. S. (2018). How ‘Digital-born’ media cover climate change in comparison to legacy media: A case study of the COP 21 summit in Paris. Global Environmental Change, 48, 1–10. https://doi.org/10.1016/j.gloenvcha.2017.11.003

Painter, J., & Schäfer, M. S. (2018). Global Similarities and Persistent Differences. A Survey of Comparative Studies on Climate Change Communication. In B. Brevini & J. Lewis (Eds.), Climate Change and the Media. Peter Lang US. https://doi.org/10.3726/b14826

Rauchfleisch, A., & Schäfer, M. S. (2018a). Climate change politics and the role of China: a window of opportunity to gain soft power? International Communication of Chinese Culture, 5(1–2), 39–59. https://doi.org/10.1007/s40636-018-0114-9

Rauchfleisch, A., & Schäfer, M. S. (2018b). Wird die «Science of Science Communication” eine Disziplin? Bibliometrische Analyse des Status Quo und der Entwicklung eines wachsenden Forschungfeldes. In L. Hagen, C. Lüthje, F. Ohser, & C. Seifert (Eds.), Wissenschaftskommunikation: die Rolle der Disziplinen (1. Auflage, pp. 29–54). Nomos Verlagsgesellschaft. https://doi.org/10.5771/9783845276427

Rauchfleisch, A., & Schäfer, M. S. (2018c). Structure and development of science communication research: co-citation analysis of a developing field. Journal of Science Communication, 17(03), A07. https://doi.org/10.22323/2.17030207

Rauhut, H., & Winter, F. (2018). Der Markt der Aufmerksamkeit in der Soziologie: Trends im Publizieren, Zitieren und Netzwerken (The Market for Attention in Sociology: Trends in Publishing, Citations and Networks). SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3264134

Rauhut, H., Winter, F., & Johann, D. (2018). Does the Winner Take it All? Increasing Inequality in Scientific Authorship. In Emerging Trends in the Social and Behavioral Sciences (pp. 1–14). American Cancer Society. https://doi.org/10.1002/9781118900772.etrds0459

Reale, E., Avramov, D., Canhial, K., Donovan, C., Flecha, R., Holm, P., Larkin, C., Lepori, B., Mosoni-Fried, J., Oliver, E., Primeri, E., Puigvert, L., Scharnhorst, A., Schubert, A., Soler, M., Soòs, S., Sordé, T., Travis, C., & Van Horik, R. (2018). A review of literature on evaluating the scientific, social and political impact of social sciences and humanities research. Research Evaluation, 27(4), 298–308. Scopus. https://doi.org/10.1093/reseval/rvx025

Schäfer, M. S. (2018a). Bilder in der Klimawandel-Kommunikation. Ein Überblick über die sozialwissenschaftliche Forschung. Meteorologische Fortbildung, 101(0), 45–50.

Schäfer, M. S. (2018b). Geisteswissenschaften in den Medien. Ein Überblick über Studien zur medialen Repräsentation der Geisteswissenschaften. In M. Luginbühl & J. Schröter (Eds.), Sprache in Kommunikation und Medien. https://doi.org/10.3726/b14151

Schäfer, M. S., Füchslin, T., Metag, J., Kristiansen, S., & Rauchfleisch, A. (2018). The different audiences of science communication: A segmentation analysis of the Swiss population’s perceptions of science and their information and media use patterns. Public Understanding of Science, 27(7), 836–856. https://doi.org/10.1177/0963662517752886

Schoen, C., Rost, K., & Seidl, D. (2018). The influence of gender ratios on academic careers: Combining social networks with tokenism. PLOS ONE, 13(11), e0207337. https://doi.org/10.1371/journal.pone.0207337

Scholkmann, A., Brendel, S., Brinker, T., & Kordts-Freudinger, R. (Eds.). (2018). Zwischen Qualifizierung und Weiterbildung - Reflexionen zur gekonnten Beruflichkeit in der Hochschuldidaktik. wbv Media. https://www.wbv.de/artikel/6004604

Schulte, R., & Kordts-Freudinger, R. (2018). Lehr- und Lernpraxis im Fokus V – Reflexions- und Forschungsbeiträge aus der Universität Paderborn. die hochschullehre. http://www.hochschullehre.org/?p=1148

Stroot, T., Kordts-Freudinger, R., Albers, T., & Steinbrück, M. (2018). Inklusion Europäisch: Ein Peer Learning-Projekt an den Universitäten Paderborn, Brixen und der Hochschule Linz. In T. Stroot, P. Westphal, & M. Kram (Eds.), Peer Learning als Element diversitysensibler, inklusiver Bildung an Hochschulen/für Lehramtsstudierende. Klinkhardt. https://www.alexandria.unisg.ch/254985/

Thor, A., Bornmann, L., Marx, W., & Mutz, R. (2018). Identifying single influential publications in a research field: new analysis opportunities of the CRExplorer. Scientometrics, 116(1), 591–608. https://doi.org/10.1007/s11192-018-2733-7

Vogel, R., & Hattke, F. (2018). How is the Use of Performance Information Related to Performance of Public Sector Professionals? Evidence from the Field of Academic Research. Public Performance & Management Review, 41(2), 390–414. https://doi.org/10.1080/15309576.2017.1400986

Wassmer, C., Probst Schilter, C., & Wilhelm, E. (2018). Dialektik der Hochschulautonomie : theoretische Erklärung der Reaktionen einer Hochschule auf den Wandel des Hochschulsystems. Das Hochschulwesen, 66(1+2), 5–12. https://digitalcollection.zhaw.ch/handle/11475/6871

Widmer, T., Eberli, D., & Rudin, R. (2018). Analyse BFI-Botschaften 2008 bis 2020: Schlussbericht. Widmer, Thomas; Eberli, Daniela; Rudin, Rafael  (2018). Analyse BFI-Botschaften 2008 bis 2020: Schlussbericht.  Zürich: Institut für Politikwissenschaft. https://doi.org/10.5167/uzh-170959

2013-17

Backes-Gellner, U., Bäker, A., & Pull, K. (2017). The opportunity costs of becoming a dean: Does leadership in academia crowd out research? https://doi.org/10.5167/UZH-174234

Beck, M., Junge, M., & Kaiser, U. (2017). On the effects of research and development: A literature review. DEA.

Bleiklie, I., Enders, J., & Lepori, B. (Eds.). (2017). Managing Universities: Policy and Organizational Change from a Western European Comparative Perspective. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-53865-5

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