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    <completedYear>2006</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>15</pageNumber>
    <edition/>
    <issue>63</issue>
    <volume/>
    <type>article</type>
    <publisherName>Universität Rostock, Wirtschafts- und Sozialwissenschaftliche Fakultät, Lehrstuhl für Volkswirtschaftslehre</publisherName>
    <publisherPlace>Rostock</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-19</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Foreign nationality and age: A double drawback for reemployment in Germany?</title>
    <parentTitle language="eng">Thünen-series of applied economic theory</parentTitle>
    <identifier type="url">http://hdl.handle.net/10419/39747</identifier>
    <author>Jana Bruder</author>
    <author>Katharina Frosch</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>labor migration</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>aging workforce</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>reemployment</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>proportional hazard rate models</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>demographic change</value>
    </subject>
    <collection role="ddc" number="300">Sozialwissenschaften</collection>
    <collection role="ddc" number="330">Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>1376</id>
    <completedYear>2007</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>32</pageNumber>
    <edition/>
    <issue>71</issue>
    <volume/>
    <type>article</type>
    <publisherName>Universität Rostock, Wirtschafts- und Sozialwissenschaftliche Fakultät, Lehrstuhl für Volkswirtschaftslehre</publisherName>
    <publisherPlace>Rostock</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-18</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Age, human capital and the geography of innovation</title>
    <parentTitle language="deu">Thünen-Reihe angewandter Volkswirtschaftstheorie / Universität Rostock, Wirtschafts- und Sozialwissenschaftliche Fakultät, Lehrstuhl für Volkswirtschaftslehre</parentTitle>
    <identifier type="url">http://hdl.handle.net/10419/39773</identifier>
    <enrichment key="SourceTitle">Thünen-Reihe angewandter Volkswirtschaftstheorie / Universität Rostock, Wirtschafts- und Sozialwissenschaftliche Fakultät, Lehrstuhl für Volkswirtschaftslehre ; ZDB-ID: 2409853X ; 71</enrichment>
    <author>Katharina Frosch</author>
    <author>Thusnelda Tivig</author>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Innovation</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Patent</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Altersgruppe</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Humankapital</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Berufserfahrung</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Region</value>
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    <collection role="ddc" number="300">Sozialwissenschaften</collection>
    <collection role="ddc" number="330">Wirtschaft</collection>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>1377</id>
    <completedYear>2009</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>113</pageFirst>
    <pageLast>138</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName>Books on Demand</publisherName>
    <publisherPlace>Norderstedt</publisherPlace>
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    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-18</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Einfluss soziodemographischer  Faktoren  und  der Erwerbsbiographie  auf  die  Reintegration  von Arbeitssuchenden:  Schlechte  Chancen ab Alter  50?</title>
    <parentTitle language="deu">Alterung  und  Arbeitsmarkt :&#13;
Jahrestagung  der&#13;
Deutschen  Gesellschaft  für  Demographie&#13;
Verwaltungsakademie  in  Berlin-Friedrichsfelde&#13;
vom 28.  bis 2.  März  2007</parentTitle>
    <identifier type="isbn">978-3-8370-3664-0</identifier>
    <author>Katharina Frosch</author>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
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  <doc>
    <id>1378</id>
    <completedYear>2009</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>139</pageFirst>
    <pageLast>162</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName>Books on Demand</publisherName>
    <publisherPlace>Norderstedt</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-18</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Erfolgschancen  ausländischer  und  deutscher Arbeitssuchender  im Vergleich:  die  Bedeutung des  Alterseffekts</title>
    <parentTitle language="deu">Alterung und Arbeitsmarkt : Jahrestagung der Deutschen Gesellschaft für Demographie Verwaltungsakademie in Berlin-Friedrichsfelde vom 28. bis 2. März 2007</parentTitle>
    <identifier type="isbn">978-3-8370-3664-0</identifier>
    <author>Jana Bruder</author>
    <author>Katharina Frosch</author>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
  </doc>
  <doc>
    <id>1379</id>
    <completedYear>2009</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>30 S.</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>report</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation>Max-Planck-Institut für Demografische Forschung</contributingCorporation>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-18</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Do only new brooms sweep clean? : a review on workforce age and innovation</title>
    <identifier type="url">http://www.demogr.mpg.de/papers/working/wp-2009-005.pdf</identifier>
    <enrichment key="SourceTitle">Online-Ressource (30 S. = 477 KB) 	 Schriftenreihe: 	 MPIDR working papers / Max Planck Institute for Demographic Research ; ZDB-ID: 2499405-4 ; 2009-005</enrichment>
    <author>Katharina Frosch</author>
    <series>
      <title>MPIDR working papers / Max Planck Institute for Demographic Research</title>
      <number>2009-005</number>
    </series>
    <collection role="ddc" number="300">Sozialwissenschaften</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>1380</id>
    <completedYear>2008</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>109 S. in getr. Zählung</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>report</type>
    <publisherName>Econsense, Geschäftsstelle Haus der Dt. Wirtschaft ; Rostock Center for the Study of Demographic Change, Research Unit I: Ageing</publisherName>
    <publisherPlace>Berlin ; Rostock</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-18</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Mapping regional demographic change and regional demographic location risk in Europe : final report ; [laboratory demographic change]</title>
    <identifier type="isbn">978-3-9811786-1-6</identifier>
    <author>Thusnelda Tivig</author>
    <author>Katharina Frosch</author>
    <author>Stephan Kühntopf</author>
    <series>
      <title>Schriftenreihe zu Nachhaltigkeit und CSR</title>
      <number>Bd. 2</number>
    </series>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Europäische Union</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Bevölkerungsentwicklung</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Altersstruktur</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Standortfaktor</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Risiko</value>
    </subject>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
  </doc>
  <doc>
    <id>1381</id>
    <completedYear>2007</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>669</pageFirst>
    <pageLast>691</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>article</type>
    <publisherName>Manz</publisherName>
    <publisherPlace>Wien</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-18</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Beschäftigung im Demografischen Wandel : eine regionale Perspektive</title>
    <parentTitle language="deu">Demografischer Wandel</parentTitle>
    <identifier type="issn">1605-8704</identifier>
    <author>Katharina Frosch</author>
    <author>Stephan Kühntopf</author>
    <author>Thusnelda Tivig</author>
    <series>
      <title>Wirtschaftspolitische Blätter</title>
      <number>54.2007</number>
    </series>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
  </doc>
  <doc>
    <id>1382</id>
    <completedYear>2007</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>641</pageFirst>
    <pageLast>656</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>article</type>
    <publisherName>Manz</publisherName>
    <publisherPlace>Wien</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-18</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Zu alt für einen neuen Job? : Altersspezifische Wiederbeschäftigungschancen nach Verlust des Arbeitsplatzes</title>
    <parentTitle language="deu">Demografischer Wandel</parentTitle>
    <identifier type="issn">1605-8704</identifier>
    <author>Katharina Frosch</author>
    <series>
      <title>Wirtschaftspolitische Blätter</title>
      <number>54,2007</number>
    </series>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
  </doc>
  <doc>
    <id>1383</id>
    <completedYear>2007</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>24</pageNumber>
    <edition/>
    <issue>11</issue>
    <volume/>
    <type>article</type>
    <publisherName>ZDWA</publisherName>
    <publisherPlace>Rostock</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-19</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Einfluss soziodemographischer Faktoren und der  Erwerbsbiographie auf die Reintegration von  Arbeitssuchenden:   Schlechte Chancen ab Alter 50?</title>
    <parentTitle language="deu">Diskussionspapiere / Rostocker Zentrum zur Erforschung des Demografischen Wandels</parentTitle>
    <identifier type="url">http://www.rostockerzentrum.de/content/publikationen/rz_diskussionpapier_11.pdf</identifier>
    <author>Katharina Frosch</author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>ältere Arbeitssuchende</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Wiedereinstellungschancen</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Hazardratenmodell</value>
    </subject>
    <collection role="ddc" number="304">Das Sozialverhalten beeinflussende Faktoren</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>1384</id>
    <completedYear>2007</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>23</pageNumber>
    <edition/>
    <issue>10</issue>
    <volume/>
    <type>article</type>
    <publisherName>ZDEW</publisherName>
    <publisherPlace>Rostock</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-19</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Erfolgschancen ausländischer und deutscher  Arbeitssuchender im Vergleich: die Bedeutung des  Alterseffekts</title>
    <parentTitle language="deu">Diskussionspapiere / Rostocker Zentrum zur Erforschung des Demografischen Wandels</parentTitle>
    <identifier type="url">http://www.rostockerzentrum.de/content/publikationen/rz_diskussionpapier_10.pdf</identifier>
    <author>Jana Bruder</author>
    <author>Katharina Frosch</author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Migranten</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>ältere Arbeitssuchende</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Wiedereinstellungschancen</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Hazardraten-Modell</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>demografischer Wandel</value>
    </subject>
    <collection role="ddc" number="300">Sozialwissenschaften</collection>
    <collection role="ddc" number="330">Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>1385</id>
    <completedYear>2006</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>36</pageNumber>
    <edition/>
    <issue>64</issue>
    <volume/>
    <type>article</type>
    <publisherName>Universität Rostock, Wirtschafts- und Sozialwissenschaftliche Fakultät, Lehrstuhl für Volkswirtschaftslehre</publisherName>
    <publisherPlace>Rostock</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-19</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Reemployment rates over the life course: Is there still hope after late career job loss?</title>
    <parentTitle language="eng">Thünen-series of applied economic theory</parentTitle>
    <identifier type="url">http://hdl.handle.net/10419/39768</identifier>
    <author>Katharina Frosch</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>late career job loss</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>reemployment</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>hazard rate models</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>elderly engineers</value>
    </subject>
    <collection role="ddc" number="300">Sozialwissenschaften</collection>
    <collection role="ddc" number="330">Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>1365</id>
    <completedYear>2015</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>34</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>report</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-13</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Clean Technology Innovations in Germany: Human  Capital Accumulation under Heterogeneous Knowledge  Inputs</title>
    <subTitle language="eng">Data and Methodology Report</subTitle>
    <identifier type="url">http://www.wiwi.uni-wuerzburg.de/fileadmin/12020700/user_upload/Publikationen/20150915_DFG-Project_methodology_report_final.pdf</identifier>
    <note>DFG-Forschungsprojekt Clean Technology-Innovationen in Deutschland: Humankapitalakkumulation bei heterogenen Wissensinputs. Das Projekt wurde von der Deutschen Forschungsgemeinschaft (DFG) finanziell unterstützt (GZ: ZW 172/2-1, Projektlaufzeit: 2012-2014)</note>
    <author>Katharina Frosch</author>
    <author>Dietmar Harhoff</author>
    <author>Karin Hoisl</author>
    <author>Christian Steinle</author>
    <author>Thomas Zwick</author>
    <collection role="ddc" number="650">Management und unterstützende Tätigkeiten</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <collection role="Forschungsbericht" number="">Forschungsbericht</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>1366</id>
    <completedYear>2015</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>15</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>report</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-13</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Humankapitalakkumulation von  deutschen Erfindern in  Schlüsseltechnologien</title>
    <subTitle language="deu">Kurzbericht zu den Ergebnissen der Erfinderbefragung im Rahmen des DFG-Projektes „Clean-Technology-Innovationen in Deutschland: Humankapitalakkumulation bei heterogenen Wissensinputs“</subTitle>
    <identifier type="url">http://www.wiwi.uni-wuerzburg.de/fileadmin/12020700/user_upload/Publikationen/20150109_DFG-Projekt_Ergebnisbericht_Befragung_kurz_final-1.pdf</identifier>
    <author>Katharina Frosch</author>
    <author>Karin Hoisl</author>
    <author>Christian Steinle</author>
    <author>Thomas Zwick</author>
    <collection role="ddc" number="650">Management und unterstützende Tätigkeiten</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <collection role="Forschungsbericht" number="">Forschungsbericht</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>1367</id>
    <completedYear>2015</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>12</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>report</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2016-10-13</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Rekrutierung und Personalauswahl in Hightech-Unternehmen:  Humankapitalbedarfe und Personalauswahlstrategien</title>
    <subTitle language="deu">Kurzbericht   zu   den   Ergebnissen   der   Personalentscheider-Befragung im Rahmen des DFG-Projekts &#13;
„Clean Technology-Innovationen in Deutschland:  &#13;
Humankapitalakkumulation bei heterogenen Wissensinputs“</subTitle>
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    <title language="eng">Exploring the Digital Divide in Workplace Learning: A Rapid Review</title>
    <abstract language="eng">This article examines the digital learning divide in workplace learning, with an emphasis on the disparity in the distribution of advanced learning technologies (ALT) across different types of workplaces. The study employs a rapid literature review methodology to analyze the utilization of ALT in workplace learning. The findings indicate that the use of ALT is predominantly concentrated in the education, health and medical sectors, with limited implementation in other sectors. Moreover, in smaller organizations, in non-technical sectors and among white-collar workers, there are fewer opportunities for technology-enhanced learning. The study highlights the need for more inclusive and comprehensive research to address the digital divide in workplace learning, taking into consideration practice-based evidence and exploring the themes covered by training. Furthermore, the paper proposes an investigation into the complexity and resource intensity of implementing ALT to enhance technology-based learning in all workplaces. In general, this research establishes the basis for comprehending and bridging the digital learning divide in the workplace.</abstract>
    <parentTitle language="deu">ICDS 2024, The Eighteenth International Conference on Digital Society, Barcelona, Spain</parentTitle>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="PeerReviewNachweis">nein</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
    <enrichment key="opus.urn.autoCreate">true</enrichment>
    <licence>Keine Nutzungslizenz vergeben - es gilt das deutsche Urheberrecht</licence>
    <author>Katharina Frosch</author>
    <author>Friederike Lindauer</author>
    <author>Niek Zuidhof</author>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>3167</id>
    <completedYear/>
    <publishedYear>2023</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>89</pageFirst>
    <pageLast>101</pageLast>
    <pageNumber/>
    <edition/>
    <issue>3 &amp; 4</issue>
    <volume>16</volume>
    <type>article</type>
    <publisherName>IARIA</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Using Mobile Technologies for Situating Bite-Sized Learning at the Workplace</title>
    <abstract language="deu">Learning in the workplace is crucial for updating and upskilling the workforce to both new and existing employees. Given the limited opportunities for informal learning due to solitary work conditions or off-site locations, mobile devices like smartphones and wearables such as smart glasses can play a significant role. The aim of this paper is to investigate the extent to which mobile micro-learning can enhance work-related education, with a focus on lightweight, practical applications in learning-deprived environments. Comparative analyses are presented for mobile micro-learning approaches for smartphones and smart glasses based on recent studies, specifically examining their impact on learning and&#13;
modes of interaction. Based on good practices of recent MML&#13;
implementations, we present principles for implementation and offer lightweight proof-of-concept models for both handheld devices and smart glasses. This knowledge might be relevant for researchers, small and medium-sized enterprises, practitioners, and others involved in knowledge transfer</abstract>
    <parentTitle language="deu">International Journal On Advances in Intelligent Systems</parentTitle>
    <enrichment key="PeerReviewNachweis">nein</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
    <enrichment key="opus.urn.autoCreate">true</enrichment>
    <licence>Keine Nutzungslizenz vergeben - es gilt das deutsche Urheberrecht</licence>
    <author>Katharina Frosch</author>
    <author>Niek Zuidhof</author>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
  </doc>
  <doc>
    <id>3127</id>
    <completedYear>2023</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>215</pageFirst>
    <pageLast>223</pageLast>
    <pageNumber/>
    <edition/>
    <issue>3 &amp; 4</issue>
    <volume>16</volume>
    <type>article</type>
    <publisherName>IARIA</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2024-02-22</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">How little code is low-code? -Towards productivity measures for the use of low-code development platforms by business user developers</title>
    <abstract language="eng">Low code development platforms (LCDP) often promise an easy and fast way to include data processing and support into the otherwise non-digital process. This research explores how to measure the productivity of low code development to assess the effort needed for business users to respond to their need for support via these tools. We chose field experiments as a research method to evaluate the feasibility and derive the metrics for software development with LCDP by novices. The paper provides some insights on how these measures can be implemented in practice, how to support business unit developers to efficiently deliver productive results, and how to evaluate LCDP-based development processes.</abstract>
    <parentTitle language="deu">The International Journal on Advances in Software</parentTitle>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="PeerReviewNachweis">nein</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
    <enrichment key="opus.urn.autoCreate">true</enrichment>
    <licence>Keine Nutzungslizenz vergeben - es gilt das deutsche Urheberrecht</licence>
    <author>Olga Levina</author>
    <author>Katharina Frosch</author>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>3130</id>
    <completedYear>2023</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1</pageFirst>
    <pageLast>4</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName>IARIA</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2024-02-22</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Taking the Matter in their own Hands - Can Business Unit Developers Fullfill their Digital Demands with Low-Code Development Platforms?</title>
    <abstract language="eng">Low Code Development Platforms (LCDP) often promise an easy and fast way to include data processing and support into the otherwise non-digital process. Nevertheless, it often remains unclear, besides anecdotal evidence, how business users are getting on with transformation of business requirements into the software. This research explores the potential low code development has for business users to address their needs for process support via software tools. The experiment was chosen as the research method to assess the feasibility of software development with LCDP by novices. The results point towards a dedicated LCDP implementation approach if the technology is to be implemented in the business context. Hence, the research provides suggestions on how Business Unit Developers (BUD) can be supported to efficiently deliver productive results and how to assess LCDP-based development process and points towards potential challenges of LCDP implementation.</abstract>
    <parentTitle language="eng">Konferenz: IARIA ICDS 2023, The Seventeenth International Conference on Digital Society; Venice (Italy)</parentTitle>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="PeerReviewNachweis">nein</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
    <enrichment key="opus.urn.autoCreate">true</enrichment>
    <licence>Keine Nutzungslizenz vergeben - es gilt das deutsche Urheberrecht</licence>
    <author>Katharina Frosch</author>
    <author>Olga Levina</author>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
  </doc>
  <doc>
    <id>3264</id>
    <completedYear>2024</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>92</pageFirst>
    <pageLast>93</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2025-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Using Advanced Learning Technologies to Boost Sustainability Education: The Role of AI-based Chatbots</title>
    <abstract language="eng">In the face of the 2030 Agenda of the United Nations, the everchanging knowledge base of sustainability and therelated learning become vital. This applies especially to the field of sustainable digitalization. The literature providesgaps in the combination of sustainable digitalization with learning, due to the rapid developments and innovationsin this field.AI-based Chatbots could be a solution to rapidly build knowledge in this fast-evolving field, as they are able to drawupon a large body of recent knowledge and allow personalized, individual learning. They are created to understandquestions and respond to users via text, voice, or avatar in an interactive manner to facilitate learning (AI-Abdullatif,2023). Thus, AI-based Chatbots could enhance student-centered e-learning, which has shown to be a valuable toolfor sustainability literacy (Diamond &amp; Irwin, 2013). Nonetheless, existing research does not yet provide sufficientevidence on what learning outcomes (e.g., knowledge acquisition) can be achieved with this AI-based approach tolearning. Therefore, it is crucial for us to determine whether and how they can be effectively utilized for this purpose.In this study, we examine the impact of AI-based Chatbots on learning outcomes in the context of sustainabledigitalization, in comparison to conventional digital learning methods. We conduct a field experiment with a pre-and post-test assessing the respective level of knowledge and sustainability-related competencies amongparticipants. The participants of the study (N=269) engage with different types of supported learning activitiesrelated to sustainable development. Participants are randomly assigned to one of four advanced learningtechnologies: a) AI-assisted personal tutoring (Chatbot), b) non-AI-based conversational learning and c) interactivevideo with embedded activities. Variations in learning outcomes depending on design characteristics of the learningactivity will be measured using the Self-Perceived Action Competence for Sustainability Questionnaire (SPACS-Q)(Olsson et al., 2020) as well as as well as a set of questions to assess knowledge retention.Results indicate that AI-based chatbots may be a viable method to enhance knowledge about practices in sustainabledigitalization. However, sustainability action competencies, such as confidence in one's own influence on shaping amore sustainable future and the willingness to undertake concrete actions, which may require higher-order learningprocesses, are not positively affected by short learning activities with our AI-based chatbot. We found evidence thatnon-AI-based learning activities yield similar increases in building knowledge on sustainable digitalization but alsosignificantly enhance sustainability action competencies related to potential behavioral changes.What does learner-centered pedagogy look like in reimagining the digital classroom of the future?93Assuming that our results are generalizable to other learning topics, the evidence found in this study suggests thatAI-based chatbots can contribute to addressing our most significant transformational challenges, all characterizedby a rapidly evolving knowledge base. Further research is particularly needed with respect to the preferable designcharacteristics of digital learning activities (both AI-based and non-AI-based) to achieve optimal outcomes in buildingsustainability competencies.</abstract>
    <parentTitle language="eng">EDEN 2024 Annual Conference, University of Graz, Graz, Austria, 2024</parentTitle>
    <identifier type="url">https://repositorio-aberto.up.pt/bitstream/10216/159440/2/678463.pdf#page=104</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="PeerReviewNachweis">nein</enrichment>
    <licence>Keine Nutzungslizenz vergeben - es gilt das deutsche Urheberrecht</licence>
    <author>Maximilian Bollow</author>
    <author>Katharina Frosch</author>
    <author>Angelina Grunz</author>
    <author>Svenja Hädicke</author>
    <author>Rabina Judge</author>
    <author>Olga Levina</author>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
  </doc>
  <doc>
    <id>3265</id>
    <completedYear>2024</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>21</pageFirst>
    <pageLast>22</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2025-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Utilizing Chatbots for Automating Examinations in Higher Education: Perceived Fairness, Trust and Learning Outcomes</title>
    <abstract language="eng">Large Language Models (LLM) are increasingly used to support educational assessment (González-Calatayud et al.,2021), offering a promising approach to addressing challenges associated with scalability, consistency, andpersonalized feedback that manual assessment implies (Fagbohun et al., 2024).Pre-configured interfaces for building custom chatbots based on common AI models provide a low-level approachfor educators to design their own AI-based examination tools that ask learners questions and provide feedback onthe answers. An example of a prototypical application - albeit based on a self-programmed interface - is Nitze's(2024) StudyBuddy, which simulates oral exams. Yet, the extent to which these AI-based exam assistants canautonomously conduct complete exam assessments—creating questions and evaluating and grading responseswithout manual oversight—is still largely unexplored. Despite the clear advantages, issues related to the quality ofthe generated content, the precision of assessments, ethical implications, and acceptance among learners persist assignificant concerns.This paper is a proof-of-concept study combined with a field experiment for an AI-based exam assistant based onthe StudyBuddy suggested by Nitze (2024). The exam assistant provides students with a set of quiz questions andcase studies based on an 80-page reader on topics in organizational behavior, offering personalized feedback andquestion-by-question scoring ranging from 0 to 100%, along with an overall grade and personalized feedback. Toevaluate learning behavior and outcome (in the practice phase), perceived fairness (in the exam phase) and overalllearner acceptance, we run a field experiment with N=35 students enrolled in a business management program at atechnical university in Germany. They take part in a quiz assignment provided and graded by the exam assistant andsubsequently answer a survey with questions based on the Perceived Fairness scale (Sonnleitner &amp; Kovacs, 2020)and the Trust in Automated Systems Test (Wojton et al., 2020). Additionally, the learning outcomes are assessed ina retrospective pre-post design according to Drennan and Hyde (2008). Results will be available by the End of April2024.Insights gained from this study will shed light on the question whether custom chatbots can be effectively used forscalable, efficient assessment processes in higher education. As the ready-made interfaces already available requireminimal prerequisites and technical skills, they present an accessible opportunity for instructors to develop theirown AI-based examination tools, and to ease manual corrections, to guarantee consistent grading and to providestudents with individualized, constructive feedback on their solutions even in large courses where personalizedfeedback would not be possible when manual grading is used.The results of this study will shed light on whether customised chatbots can be effectively used for scalable, efficientassessment processes in higher education. The readily available interfaces, requiring minimal prerequisites andHow do we promote fairness in digital learning futures?22technical skills, enable educators to develop their own AI-based assessment tools. This would open opportunitiesfor educators to build their own AI-based assessment tools and facilitate manual corrections, ensure consistentgrading and provide students with individualised, constructive feedback, even in large courses where personalisedfeedback would not be possible with manual grading.</abstract>
    <parentTitle language="eng">EDEN 2024 Annual Conference, University of Graz, Graz, Austria, 2024</parentTitle>
    <identifier type="url">https://repositorio-aberto.up.pt/bitstream/10216/159440/2/678463.pdf#page=104</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="PeerReviewNachweis">nein</enrichment>
    <licence>Keine Nutzungslizenz vergeben - es gilt das deutsche Urheberrecht</licence>
    <author>Katharina Frosch</author>
    <author>Friederike Lindauer</author>
    <author>Carmen Winkel</author>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
  </doc>
  <doc>
    <id>3266</id>
    <completedYear>2019</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>1</pageFirst>
    <pageLast>35</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>preprint</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2025-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Open Design of HRM Instruments: new perspectives on people management in SMEs</title>
    <abstract language="deu">When it comes to human resource management (HRM), small and medium-sized enterprises (SMEs) primarily rely on informal approaches. Thereby, HR practitioners often listen to their guts feeling instead of using more systematic HR practices that are, as research evidence shows, more effective for attracting, motivating and retaining talented staff. This paper elaborates on the question how SMEs may profit from the design and implementation of evidence-based, systematic HRM instruments. The analysis focuses on the antecedents of the so called science-practitioner gap in HRM and why it is even more pronounced in SMEs as compared to larger companies. As a conclusion, we find that SMEs need to design HRM instruments that are systematic and evidence-based in their approach, but can be used by HR practitioners on an intuitive basis without ex ante training or cumbersome formal procedures. However, designing HRM instruments based on a so-called "walk-up-and-use" approach means beating new paths. Given the scarce resources for people management in SMEs, such innovative HRM instruments cannot be developed by a single SME alone. Therefore, the paradigm of open cooperation as it has been successfully applied in open source software (OSS) development is evaluated , in particular whether it can be transferred on the design of HRM instruments that take into account the specific needs of SMEs. First of all, we conceptualize a general framework how HR practitioners from SMEs and HR experts from business and academia can jointly develop Open HRM instruments. Then we discuss the social side of Open HRM, in particular why someone should contribute to Open HRM without receiving immediate profits, how to ensure the quality of openly developed HRM instruments and other gov-ernance issues. As a conclusion, we find that-despite a number of technical and social challenges that have to be overcome-Open HRM has a great potential in order to open up evidence-based HRM for SMEs.</abstract>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="PeerReviewNachweis">nein</enrichment>
    <licence>Creative Commons - CC BY-SA - Namensnennung - Weitergabe unter gleichen Bedingungen 4.0</licence>
    <author>Katharina Frosch</author>
    <collection role="open_access" number="">open_access</collection>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>3129</id>
    <completedYear>2023</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>53</pageFirst>
    <pageLast>61</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName>IARIA</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2024-02-22</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Scan to Learn: A Lightweight Approach for Informal Mobile Micro-Learning at the Workplace</title>
    <abstract language="eng">Informal learning at the workplace is a crucial ingredient in updating and upskilling today's workforce, but in many jobs, informal learning opportunities are scarce. Bite-sized learning via mobile devices (Mobile Micro-Learning, MML) can be a powerful means to enhance informal work-related learning also in such learning-deprived fields. Based on good practices of recent MML implementations, a lightweight approach is developed. It involves an instructional blueprint and an open-source, low-threshold technology for MML, and meets the specific needs of workers in learning-deprived fields. The main idea is a scan-to-learn system where Quick Response (QR) codes are attached to physical objects in the work environment. Workers can scan the QR codes to learn and are directed to short, interactive learning nuggets. For evaluation, a proof-of-concept is provided.</abstract>
    <parentTitle language="eng">Konferenz: IARIA The Fifteenth International Conference on Mobile, Hybrid, and On-line Learning; Venice (Italy)</parentTitle>
    <identifier type="isbn">978-1-68558-081-0</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="PeerReviewNachweis">nein</enrichment>
    <licence>Keine Nutzungslizenz vergeben - es gilt das deutsche Urheberrecht</licence>
    <author>Katharina Frosch</author>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
  </doc>
  <doc>
    <id>3352</id>
    <completedYear>2025</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>23</pageFirst>
    <pageLast>25</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>report</type>
    <publisherName>Hochschulforum Digitalisierung</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2025-07-14</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Lehren mit KI: Talk2Transform (T2T)</title>
    <parentTitle language="deu">Wie KI Studium und Lehre verändert Anwendungsfelder, Use-Cases und Gelingensbedingungen</parentTitle>
    <identifier type="url">https://hochschulforumdigitalisierung.de/wp-content/uploads/2025/04/HFD_AP_87_Wie_KI_Studium_und_Lehre_veraendert_final.pdf</identifier>
    <enrichment key="PeerReviewNachweis">nein</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
    <enrichment key="opus.urn.autoCreate">true</enrichment>
    <licence>Creative Commons - CC BY-NC-SA - Namensnennung - Nicht kommerziell -  Weitergabe unter gleichen Bedingungen 4.0</licence>
    <author>Katharina Frosch</author>
    <author>Martha Damus</author>
    <author>Steffi Haberland</author>
    <author>Svenja Hädicke</author>
    <author>Friederike Lindauer</author>
    <author>Carmen Winkel</author>
    <collection role="open_access" number="">open_access</collection>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
  </doc>
  <doc>
    <id>3320</id>
    <completedYear>2025</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1</pageFirst>
    <pageLast>17</pageLast>
    <pageNumber/>
    <edition/>
    <issue>2</issue>
    <volume>60</volume>
    <type>article</type>
    <publisherName>Wiley</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2025-04-10</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Learning With Short Bursts: How Effectively Can We Build Competencies in Climate Change-Related Areas Based on Microlearning?</title>
    <abstract language="eng">The study examines the effectiveness of microlearning in developing the capacity to address climate change and adapt to environmental challenges. Conducted as an online field experiment with 140 participants, the study focused on the impacts of smartphone use as an illustrative learning domain for education in climate change-related areas. Using a pre–post research design and simultaneous equation models, the study found improvements in knowledge retention, with a median increase of 38%. The results indicated that the brief microlearning units also promoted sustainability action competencies, such as confidence in one's influence and willingness to act sustainably. This suggests that higher-order learning processes were also triggered, although to a much lesser extent. Furthermore, learner satisfaction was identified as a mediating variable for these positive outcomes. The study concludes that short bursts of knowledge delivered through microlearning activities can be used alongside traditional training methods to build the critical skills needed for initiatives such as the EU Green Deal.</abstract>
    <parentTitle language="eng">European Journal of Education</parentTitle>
    <identifier type="doi">10.1111/ejed.70088</identifier>
    <enrichment key="PeerReviewNachweis">ja</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <licence>Creative Commons - CC BY - Namensnennung 4.0</licence>
    <author>Katharina Frosch</author>
    <author>Friederike Lindauer</author>
    <collection role="open_access" number="">open_access</collection>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
    <thesisPublisher>Technische Hochschule Brandenburg</thesisPublisher>
  </doc>
  <doc>
    <id>3380</id>
    <completedYear>2025</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1</pageFirst>
    <pageLast>10</pageLast>
    <pageNumber/>
    <edition/>
    <issue>1</issue>
    <volume>6</volume>
    <type>conferenceobject</type>
    <publisherName>ubiquity press</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2025-09-03</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Is Learning with an AI-Powered Chatbot for Everyone? A First Look at How Learning Preferences May Influence Learning Outcomes</title>
    <abstract language="eng">In an era where AI-powered chatbots are increasingly being integrated into education and corporate learning, it is critical to determine whether these approaches benefit all learners or primarily cater to those with specific preferences. This study explores the interplay between learning preferences and learning outcomes in communication training using an AI-powered chatbot. In a field experiment with 17 participants, systematic thinkers and intrinsically motivated learners reported higher satisfaction and greater skill improvement, while those who preferred model learning and direct feedback benefited less. These findings suggest that AI-powered chatbots should be carefully designed to accommodate diverse learners and mitigate potential negative effects.</abstract>
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    <licence>Creative Commons - CC BY - Namensnennung 4.0</licence>
    <author>Katharina Frosch</author>
    <author>Friederike Lindauer</author>
    <author>Carmen Winkel</author>
    <collection role="open_access" number="">open_access</collection>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
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    <pageLast/>
    <pageNumber>8</pageNumber>
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    <issue/>
    <volume/>
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    <publisherName>HsH Applied Academics</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation>Hochschule Hannover</contributingCorporation>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2025-12-10</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">AI-Driven Communication Training for Cybersecurity with the Talk to Transform Simulator</title>
    <abstract language="eng">Effective communication skills are increasingly recognized as critical for leadership in digital transformation contexts. Recently, AI-Chatbots such as Talk to Transform (T2T) have been developed to enhance leadership competencies through interactive role-plays and feedback. This paper proposes their adaptation for cybersecurity training. We discuss the current landscape of cybersecurity training, highlight the importance of communication, and present T2T as an innovative approach to bridge this gap through chatbot-driven role-plays.</abstract>
    <parentTitle language="deu">KI-Forum 2025 : KI in Forschung und Lehre an Hochschulen</parentTitle>
    <identifier type="doi">10.25968/opus-3790</identifier>
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    <licence>Creative Commons - CC BY - Namensnennung 4.0</licence>
    <author>Friederike Lindauer</author>
    <author>Martha Damus</author>
    <author>Carmen Winkel</author>
    <author>Katharina Frosch</author>
    <collection role="open_access" number="">open_access</collection>
    <collection role="institutes" number="">Fachbereich Wirtschaft</collection>
    <collection role="Hochschulbibliografie" number="1">Hochschulbibliografie</collection>
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