@article{FischerGoehlichSchmitt, author = {Fischer, Sophie and G{\"o}hlich, Michael and Schmitt, Sophie}, title = {Adapting to climate change through play? Didactically effective elements of a business simulation game}, series = {Frontiers in Education}, volume = {2024}, journal = {Frontiers in Education}, number = {9}, doi = {10.3389/feduc.2024.1303107}, pages = {01 -- 17}, abstract = {Introduction: The negative consequences of climate change are widespread and have a global impact. An industrialized region of Germany must adapt to the effects of climate change and comply with political regulations. Previous studies indicate that economic actors who are not directly affected by climate change approach climate change mitigation and adaptation primarily based on legal requirements and often feel discouraged by the absence of data-based reports. Addressing this challenge, game-based learning emerges as a promising pathway. Methods: To examine game-based learning's applicability and potential for climate adaptation, we developed a business simulation game, simultaneously identifying didactically effective elements for managers who would participate in it. Using expert interviews and focus groups, we conducted a qualitative study with three HR developers from larger companies and nine managers and founders of startups to develop a business simulation game on climate adaptation. Based on the Grounded Theory methodology, theoretical coding was used to analyze the qualitative data. Results: The derived core categories indicate that personnel development in companies is evolving in response to economic changes. Individual resources such as motivation (especially for managers), personnel and time play a crucial role in establishing a business game as an educational offering. The identified game elements can also be used theoretically and practically in the development of other educational games. Discussion: We discussed common human resource development measures in companies and compared them with more innovative approaches such as a simulation game. The study underscores the importance of innovative approaches, such as game-based learning, in fostering climate adaptation efforts among economic actors. By integrating theoretical insights with practical applications, our findings provide valuable guidance for the development of educational games aimed at addressing complex challenges like climate change. Further research and implementation of such approaches are essential for promoting proactive climate adaptation strategies within industrialized regions and beyond.}, language = {en} } @article{KieflFischerSchmitt, author = {Kiefl, Sophia and Fischer, Sophie and Schmitt, Jan}, title = {Self-employed and stressed out? The impact of stress and stress management on entrepreneurs' mental health and performance}, series = {Frontiers in Psychology}, volume = {15}, journal = {Frontiers in Psychology}, publisher = {Frontiers Media SA}, issn = {1664-1078}, doi = {https://doi.org/10.3389/fpsyg.2024.1365489}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:863-opus-55955}, abstract = {Introduction: Entrepreneurs play a central role in economic and social stability, yet the start-up rate in Germany has declined in recent years, possibly due to the stress associated with entrepreneurial endeavors. Stressors such as financial uncertainty and time pressure are prevalent among entrepreneurs and negatively affect their psychological well-being. However, research on stress management strategies among self-employed individuals remains limited. Methods: This pilot study conducted a quantitative analysis with 117 self-employed participants in Germany. The study focused on typical entrepreneurial work demands and selected stress coping mechanisms. Results: The analysis revealed a significant correlation between quantitative demands and mental exhaustion. Furthermore, a high positive correlation between presenteeism and workload suggests that presenteeism may partially explain the variance in workload. These findings underscore how high job demands can lead to self-endangering behaviors that are detrimental to mental health. Discussion: Although no significant moderating effect of proactive coping on the relationship between job demands and mental exhaustion was observed, significant negative correlations between proactive coping and both job demands and mental exhaustion suggest a potential protective role of proactive coping against work-related stress. This study highlights the importance of understanding stress coping strategies among self-employed individuals and their impact on entrepreneurial success and mental well-being. Further research in this area is warranted to develop effective interventions to support the well-being and productivity of self-employed individuals in Germany.}, language = {en} } @article{KieflFischerSchmitt, author = {Kiefl, Sophia and Fischer, Sophie and Schmitt, Jan}, title = {Self-employed and stressed out? The impact of stress and stress management on entrepreneurs' mental health and performance}, series = {Frontiers in Psychology}, volume = {15}, journal = {Frontiers in Psychology}, publisher = {Frontiers}, doi = {10.3389/fpsyg.2024.1365489}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:863-opus-56040}, pages = {15}, language = {en} } @article{FischerRosiliusSchmittetal., author = {Fischer, Sophie and Rosilius, Maximilian and Schmitt, Jan and Br{\"a}utigam, Volker}, title = {A brief review of our agile teaching formats in entrepreneurship education}, series = {Sustainability}, volume = {14}, journal = {Sustainability}, number = {1}, doi = {https://doi.org/10.3390/su14010251}, pages = {251 -- 251}, abstract = {Companies are confronted with increasingly demanding environments, including globalization, technologization, intergenerationality, and crises such as the coronavirus pandemic. To accept uncertainties as a challenge and to recognize opportunities for development, well-educated and resilient founders are needed who can foster innovation and sustainable development within society and the economy. The majority of today's entrepreneurs have an academic background. Hence, institutions for higher education need to provide comprehensive educational offerings and support initiatives to train and sensitize future entrepreneurs. Therefore, since 2013, agile teaching formats have been developed in our project at a Bavarian university of applied sciences. In two stages, we founded a limited company for hands-on experimentation with entrepreneurship and also conceptualized an elective course and an annual founders' night. Based on a theoretical model and continuous teaching evaluations, we adjusted the individual modules to suit the target group. The objective is to promote the acquisition of key competencies and exert a positive influence on the startup quotient in the region. There are six startups by students who can be traced back to our project. This indicates that a target-group-oriented educational program encourages motivation and awareness of entrepreneurial thinking and action among students.}, language = {en} } @article{FischerSchmitt, author = {Fischer, Sophie and Schmitt, Jan}, title = {Regionalstudie Auswirkungen des globalen Klimawandels in Mainfranken}, doi = {10.57714/fpkt-vt47}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:863-opus-19959}, pages = {176}, abstract = {Mainfr{\"a}nkische Unternehmen und Handwerksbetriebe stehen aufgrund expandierender Wertsch{\"o}pfungsketten in einem starken Abh{\"a}ngigkeitsverh{\"a}ltnis zu ihren global verteilten Zulieferern. Dadurch ist die Wertsch{\"o}pfungskette anf{\"a}llig f{\"u}r externe St{\"o}rungen, die unter anderem durch den Klimawandel ausgel{\"o}st werden. Zugleich sind die Erw{\"a}rmungsraten in der bayerischen Region derzeit deutlich h{\"o}her als im bundesweiten Durchschnitt. Die Entwicklung von strategischen Maßnahmen zur Klimaanpassung ist demnach unerl{\"a}sslich, um die unternehmensspezifischen Risiken des Klimawandels zu antizipieren und zu minimieren. Die Klimaanpassung ist in vielen kommunalen, wirtschaftlichen und gesellschaftlichen Bereichen eine der gr{\"o}ßten Herausforderungen der Gegenwart. Die vorliegende Regionalstudie beabsichtigt daher eine Abgrenzung der Verh{\"a}ltnisse und Wechselwirkungen des globalen Klimawandels, der Auswirkungen in der bayerischen Region Mainfranken sowie der aufkommenden Ver{\"a}nderungsbedarfe f{\"u}r gesellschaftliche, politische und wirtschaftliche Akteure. Ein umfassender grundlagentheoretischer {\"U}berblick dient zun{\"a}chst der Einordnung wichtiger Ansatzpunkte aus politischer Perspektive und stellt Angebote f{\"u}r Wirtschaftsakteure dar. Ferner werden die wirtschaftlichen Auspr{\"a}gungen nach Handwerksbetrieben und Unternehmen differenziert, sowie deren Rolle f{\"u}r Wachstum und Innovation in der Region, als auch in Bezug auf den Klimawandel und die erforderliche Anpassung aufgezeigt. Die Ergebnisse einer quantitativen Erhebung veranschaulichen, dass neben der Wirtschaftlichkeit und physischen Ressourcen, menschliche Faktoren zur Erh{\"o}hung der organisationalen Klimaresilienz beitragen. Um als wirtschaftliche Organisationen einen ad{\"a}quaten Umgang mit dem Klimawandel zu finden, sind bspw. zun{\"a}chst F{\"u}hrungskr{\"a}fte aufgefordert einen systemischen Ansatz mit umfangreichen Maßnahmen zu Klimaschutz und Klimaanpassung zu entwickeln, auf ihre Wirksamkeit zu erproben und ganzheitlich zu integrieren. Mit der vorliegenden Regionalstudie wird deutlich, dass neben dem Klimaschutz, der Reduzierung klimasch{\"a}dlicher Treibhausgasemissionen, die Klimaanpassung ein unverzichtbarer Aspekt ist, um die wirtschaftliche Effizienz zu erhalten und sogar zu erh{\"o}hen, indem die ver{\"a}nderten Anforderungen als Entwicklungschancen wahrgenommen werden.}, language = {de} } @article{FischerKeuppPaethetal., author = {Fischer, Sophie and Keupp, Luzia and Paeth, Heiko and G{\"o}hlich, Michael and Schmitt, Jan}, title = {Climate adaptation as organizational learning: a grounded theory study on manufacturing companies in a Bavarian Region}, series = {Education Sciences}, volume = {12}, journal = {Education Sciences}, number = {1}, pages = {22 -- 22}, language = {en} } @article{FischerGoehlichSchmitt, author = {Fischer, Sophie and G{\"o}hlich, Michael and Schmitt, Jan}, title = {Interrelationships of climate adaptation and organizational learning: Development of a measurement model}, series = {Journal of Pedagogical Research}, volume = {6}, journal = {Journal of Pedagogical Research}, number = {5}, pages = {130 -- 152}, language = {en} } @techreport{AsikainenEskolaSalinFischeretal., author = {Asikainen, Eveliina and Eskola-Salin, Nina and Fischer, Sophie and Giedraitien{\´e}, Vytautė and Beseckas, Povilas and Mairhofer, Stephanie and K{\"o}der, Lea and Schmitt, Jan and Walter, Holger and Guerrero-Perez, Olga and Bl{\´a}zquez-Parra, Elidia Beatriz and Bikuvien{\´e}, Ina and Lisina, Neringa and Tamulien{\´e}, Rasa and Liepinaitien{\´e}, Alina and M{\"a}kel{\"a}, Anne-Maria and Tahlo, Sanna and Selimaa, Hanna and Hager, Veronika and Ortega-Casanova, Joaquin and Mora-Segado, Patricia}, title = {Sustainability at HEIs: Mapping Good Practice}, doi = {10.57714/b75p-n548}, abstract = {Global climate change is a cognitive challenge for many people and often evokes negative associations due to its complexity and interactions with politics, social movements and economic developments. Therefore, the possession of green skills becomes central to the fight against climate change. The European Council conclusions recognize this urgency and underline the need for a transition to green skills. This recognition also extends to higher education, where institutions have a crucial role to play in tackling the climate crisis. Personal Green Skills in Higher Education (PeGSinHE) is an Erasmus+ KA2 project coordinated by Kauno Kolegija (KK, Lithuania), Tampere University of Applied Sciences (TAMK, Finland), Hochschule f{\"u}r Agrar- und Umweltp{\"a}dagogik (HAUP, Austria), Universidad de M{\´a}laga (UMA, Spain) and Technical University of Applied Sciences W{\"u}rzburg Schweinfurt (THWS, Germany). The strategically designed project aims not only to promote green skills among students and encourage personal behavioral change in line with the Sustainable Development Goals, but also to instill a sense of social responsibility in the partner institutions. The focus is on empowering lecturers at partner universities through innovative teaching and learning methods to effectively impart green skills to students. This report describes the objectives and methodology used to assess environmental and sustainability competencies in the higher education institutions involved in the project. Methodologically, the report uses an assessment template designed to provide a comprehensive overview of best practice and baseline levels of environmental and sustainability competencies. It advocates the involvement of key stakeholders from all five partner Higher Education Institutions to ensure a broad perspective on these practices and competences within their respective countries and organizations. Different methods and perspectives will be used to collect data to enable a holistic understanding of the topic. The joint completion of the assessment template serves as a catalyst for joint discussions on the level of environmental and sustainability competencies and the identification of best practices in each organization. The results show that national implementation strategies are relatively loose, although some competency descriptions set targets for undergraduate degree programs. Challenges faced by higher education staff include resource constraints, particularly lack of time, the need for a deeper understanding of sustainable development and pedagogical tools, and the need for improved opportunities for collaboration. Given the time and resource constraints of this study, the results must be considered preliminary. Nevertheless, they confirm the findings of previous studies.}, language = {en} } @inproceedings{PfeufferFischerSchmittetal., author = {Pfeuffer, Katharina and Fischer, Sophie and Schmitt, Jan and Br{\"a}utigam, Volker}, title = {Human or Robot Resource Management? The Future of Work in the Digital Transformation of Manufactoring Companies}, series = {Proceedings of the Conference on Production Systems and Logistics: CPSL 2025}, booktitle = {Proceedings of the Conference on Production Systems and Logistics: CPSL 2025}, publisher = {publish-Ing.}, address = {Offenburg}, doi = {10.15488/18885}, abstract = {This article examines the transformative effects of Smart Factory technologies - such as human-robot collaboration, intelligent assistance systems and cyber-physical production systems - on organizational design, with a particular focus on central fields of action for Human Resources management (HRM) and operational management. A case study of a German automotive supplier is used to examine how digitalization and automation are changing human work and organizational structures. Two future scenarios for organizational models are proposed: the swarm organization, which consists exclusively of highly qualified employees while robots take over routine tasks, and the polarized organization, which is characterized by a division between highly qualified specialists and low-skilled employees. Each scenario brings different challenges and opportunities for HR management, as companies need to adapt to digital skills, new models of collaboration and the management of a highly specialized or polarized workforce. This paper provides a conceptual framework and actionable insights for HRM and production management to manage the shift towards advanced, automated organizational models and ensure a smooth transition to the Smart Factory of the future.}, language = {en} } @inproceedings{FischerHofmannWaschiketal., author = {Fischer, Sophie and Hofmann, Jan and Waschik, Monika and Br{\"a}utigam, Volker}, title = {Agile Lehre f{\"u}r eine interaktive Gr{\"u}ndungskultur}, series = {Kompetenzen f{\"u}r die digitale Transformation 2020: Digitalisierung der Arbeit-Kompetenzen-Nachhaltigkeit 1. Digitalkompetenz-Tagung}, booktitle = {Kompetenzen f{\"u}r die digitale Transformation 2020: Digitalisierung der Arbeit-Kompetenzen-Nachhaltigkeit 1. Digitalkompetenz-Tagung}, publisher = {Springer}, address = {Berlin, Heidelberg}, doi = {10.1007/978-3-662-62866-9_20}, pages = {289 -- 304}, abstract = {In der Region Mainfranken ist ein R{\"u}ckgang der Gr{\"u}ndungszahlen zu beobachten. Ein Ansatz, um dieser Entwicklung idealerweise entgegenzuwirken, sind die thematische Sensibilisierung und Erh{\"o}hung von Innovationspotenzialen bei Studierenden sowie der Ausbau von hochschul{\"u}bergreifenden Netzwerkstrukturen. Daf{\"u}r wurden in dem vom Bundesministerium f{\"u}r Bildung und Forschung (BMBF) gef{\"o}rderten Projekt „PIONIER" (F{\"o}rderkennzeichen 01PL17019) kompetenzbasierte Lehrmodule entwickelt, bei denen Studierende zielgerichtet bei ihrer Kompetenzentwicklung und Formung der Gr{\"u}nderpers{\"o}nlichkeit unterst{\"u}tzt werden. Das Kompetenzprofil von Lehmann \& Wilke (2019) wurde erg{\"a}nzt und diente als Grundlage f{\"u}r die neu entwickelten agilen Lehrformate. Aus dem Projekt resultieren das GR{\"U}NDUNGS:portfolio, das die erbrachten Leistungen und durchlaufenen Module zug{\"a}nglich macht, sowie der interaktive GR{\"U}NDUNGS:leitfaden als Unterst{\"u}tzungswerkzeug. Die Maßnahmen werden von Expertinnen und Experten aus hochschulinternen Abteilungen, St{\"a}dten und Kommunen sowie Start-ups und Unternehmenspartnerinnen und Unternehmenspartnern begleitet, um den Studierenden entsprechende Unterst{\"u}tzungsstrukturen mittels Beratung, Coaching und Erfahrungsaustausch zukommen zu lassen. Ziel dieses ganzheitlichen Ansatzes ist einerseits, das Thema Gr{\"u}ndertum bekannter, attraktiver und nahbarer zu machen, andererseits nachhaltige Angebote f{\"u}r Studierende zu schaffen, um der regional r{\"u}ckl{\"a}ufigen Gr{\"u}nderquote entgegenzuwirken. Gleichzeitig verfolgt das Vorhaben eine Erh{\"o}hung des Praxisbezugs von Forschung und Lehre sowie die Erh{\"o}hung der Innovationsf{\"a}higkeit von Studierenden. Somit werden die Studierenden zum Gr{\"u}nden animiert und auch f{\"u}r den schnelllebigen und anspruchsvollen Arbeitsmarkt qualifiziert.}, language = {en} } @techreport{FischerWalterPfeufferetal., author = {Fischer, Sophie and Walter, Holger and Pfeuffer, Katharina and Thalo, Sanna and Mairhofer, Stephanie and Juknevičienė, Živilė and Mora Segado, Patricia}, title = {3 ECTS Blended Intensive Programme: Personal Green Skills}, doi = {10.57714/qqz5-h509}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:863-opus-63936}, abstract = {Global climate change represents a cognitive challenge for many people and often evokes negative associations due to its complexity and its interactions with politics, social movements, and economic developments. Consequently, the development and possession of green skills have become central to addressing climate change. The European Council conclusions acknowledge this urgency and underline the need for a transition towards green skills. This recognition also extends to higher education, where institutions play a crucial role in tackling the climate crisis. Personal Green Skills in Higher Education (PeGSinHE) is an Erasmus+ KA2 project coordinated by Kauno Kolegija (KK, Lithuania), Tampere University of Applied Sciences (TAMK, Finland), Hochschule f{\"u}r Agrar- und Umweltp{\"a}dagogik (HAUP, Austria), Universidad de M{\´a}laga (UMA, Spain), and the Technical University of Applied Sciences W{\"u}rzburg-Schweinfurt (THWS, Germany). The strategically designed project aims not only to promote green skills among students and encourage personal behavioural change in line with the Sustainable Development Goals, but also to foster a sense of social responsibility within the partner institutions. A particular focus lies on empowering lecturers at partner universities through innovative teaching and learning approaches to effectively impart green skills to students. This report documents the pilot implementation of an international 3 ECTS Blended Intensive Programme (BIP) developed within the EU project and delivered for the first time at the Technical University of Applied Sciences W{\"u}rzburg-Schweinfurt in Germany. The programme is based on a curriculum co-created in focus groups and informed by a previously developed methodology, clearly defined learning objectives and learning outcomes, as well as the competencies of the participating lecturers. This report documents the pilot implementation of an international 3 ECTS Blended Intensive Programme (BIP) developed within the EU project and delivered for the first time at the Technical University of Applied Sciences W{\"u}rzburg-Schweinfurt in Germany. The programme is based on a curriculum co-created in focus groups and informed by a previously developed methodology, clearly defined learning objectives and learning outcomes, as well as the competencies of the participating lecturers. The report provides an overview of the experiences gained during the BIP week in May 2025 and includes all relevant course descriptions, teaching materials, and learning content. It is intended to enable higher education institutions outside the project consortium to implement the BIP independently with individual adaptations.}, language = {en} } @article{FischerSchmitt, author = {Fischer, Sophie and Schmitt, Jan}, title = {Involvierende Bildungskomponenten zur Ableitung von Anpassungskonzepten f{\"u}r (produzierende) Unternehmen im Projekt MainKlimaPLUS}, series = {FHWS Science Journal}, volume = {5}, journal = {FHWS Science Journal}, number = {2}, issn = {2196-6095}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:863-opus-20050}, pages = {101 -- 108}, abstract = {Es gilt, auf diverse Szenarien des Klimawandels vorbereitet zu sein, potenziell negativen Einfl{\"u}ssen vorzubeugen und Chancen (bspw. hinsichtlich Absatz- und Beschaffungsmarkt) zu ergreifen. Diese Auspr{\"a}gungen regen dazu an, maßgeschneiderte Bildungskomponenten zu konzeptualisieren, um (produzierende) Unternehmen zuk{\"u}nftig sowohl in ihrer Verantwortungsfunktion zu sensibilisieren, als auch sie lernend zu bef{\"a}higen, individuelle Klimaanpassungsmaßnahmen abzuleiten.}, language = {de} } @misc{FischerSchmitt, author = {Fischer, Sophie and Schmitt, Jan}, title = {Planspiel MainKassandra}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:863-opus-22271}, abstract = {Planspiel zur Klimaanpassung f{\"u}r Unternehmen, die mehr {\"u}ber die Wechselwirkungen des Klimawandels erfahren und zur strategischen und nachhaltigen Weiterentwicklung beitragen m{\"o}chten. Mit einem spielerischen Ansatz werden direkte und indirekte Auswirkungen des Klimawandels simuliert und einzelne Teams aufgefordert, mit einem interaktiven Maßnahmenkatalog zielgerichtete Anpassungsstrategien zu entwickeln. Dabei gilt es Klimaereignisse und vorhandene Ressourcen zu beachten, denn der Spielsieg wird nur durch eine Balance zwischen {\"o}konomischen und {\"o}kologischen Interessen erreicht. Die erworbenen Erfahrungen k{\"o}nnen dann direkt in die berufliche Praxis gef{\"u}hrt und innerhalb von Arbeitsteams diskutiert werden. Beginnen Sie heute mit dem Umdenken und werden Sie kreativ, um Ihr Unternehmen vor den Folgen des Klimawandels zu sch{\"u}tzen.}, language = {de} }