10 Fakultät Wirtschafts- und Sozialwissenschaften
Permanent URI for this collectionhttps://elib.uni-stuttgart.de/handle/11682/11
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Item Open Access Editorial - professional and vocational identity development(2024) Wuttke, Eveline; Heinrichs, Karin; Hillen, Stefanie A.; Kögler, KristinaItem Open Access Workload-dependent hemispheric asymmetries during the emotion-cognition interaction : a close-to-naturalistic fNIRS study(2023) Lingelbach, Katharina; Gado, Sabrina; Wirzberger, Maria; Vukelić, MathiasIntroduction: We investigated brain activation patterns of interacting emotional distractions and cognitive processes in a close-to-naturalistic functional near-infrared spectroscopy (fNIRS) study. Methods: Eighteen participants engaged in a monitoring-control task, mimicking common air traffic controller requirements. The scenario entailed experiencing both low and high workload, while concurrently being exposed to emotional speech distractions of positive, negative, and neutral valence. Results: Our investigation identified hemispheric asymmetries in prefrontal cortex (PFC) activity during the presentation of negative and positive emotional speech distractions at different workload levels. Thereby, in particular, activation in the left inferior frontal gyrus (IFG) and orbitofrontal cortex (OFC) seems to play a crucial role. Brain activation patterns revealed a cross-over interaction indicating workload-dependent left hemispheric inhibition processes during negative distractions and high workload. For positive emotional distractions under low workload, we observed left-hemispheric PFC recruitment potentially associated with speech-related processes. Furthermore, we found a workload-independent negativity bias for neutral distractions, showing brain activation patterns similar to those of negative distractions. Discussion: In conclusion, lateralized hemispheric processing, regulating emotional speech distractions and integrating emotional and cognitive processes, is influenced by workload levels and stimulus characteristics. These findings advance our understanding of the factors modulating hemispheric asymmetries during the processing and inhibition of emotional distractions, as well as the interplay between emotion and cognition. Moreover, they emphasize the significance of exploring emotion-cognition interactions in more naturalistic settings to gain a deeper understanding of their implications in real-world application scenarios (e.g., working and learning environments).Item Open Access Students as scientists’ co-pilots at the onset of technology transfer : a two-way learning process(2021) Giones, Ferran; Kleine, Kari; Tegtmeier, SilkeTo provide further knowledge and technology transfer to society, universities are exploring new collaborative models. These new models are regarded as promising alternatives to the patent-centric linear model. However, their implementation requires revising the roles of the actors in the technology transfer process and their relationships. While collaborative models could indeed be an attractive option for universities, there is limited evidence on how these collaboration processes could be effectively introduced. We use a longitudinal embedded multiple case study to explore the contribution of knowledge interactions between scientists and students in the preliminary steps of the technology transfer process. We investigate the learning dynamics between the focal actor, i.e., the scientist, and the students in a university setting to decipher how the introduction of such collaborative processes can contribute to knowledge and technology transfer. Our results suggest that students enrolled in an educational program can contribute to the scientist’s interest and engagement in technology transfer. However, we find out that the extent of the students’ contribution depends on the shared consensus over the technology function and the openness of the scientist to reconsider the technology’s meaning. We contribute to the ongoing exploration of alternative models for technology transfer and the identification of additional roles that students can take in entrepreneurial university ecosystems.Item Open Access BeeLife : a mobile application to foster environmental awareness in classroom settings(2024) Stock, Adrian; Stock, Oliver; Mönch, Julia; Suren, Markus; Koch, Nadine Nicole; Rey, Günter Daniel; Wirzberger, MariaIntroduction: Significant threats to our environment tremendously affect biodiversity and related gains. Particularly wild bees actively contribute by pollinating plants and trees. Their increasing extinction comes with devastating consequences for nutrition and stability of our ecosystem. However, most people lack awareness about those species and their living conditions, preventing them to take on responsibility. Methods: We introduce an intervention consisting of a mobile app and related project workshops that foster responsibility already at an early stage in life. Drawing on principles from multimedia learning and child-centered design, six gamified levels and accompanying nature-based activities sensitize for the importance of wild bees and their role for a stable and diverse ecosystem. A pilot evaluation across three schools, involving 44 children aged between 9 and 12, included a pre-, post-, and delayed post-test to inspect app usability and learning gains. Results: Most children perceived the app as intuitive, engaging, and visually appealing, and sustainably benefited from our intervention in terms of retention performance. Teacher interviews following the intervention support the fit with the envisioned target group and the classroom setting. Discussion: Taken together, the obtained evidence emphasizes the benefits of our intervention, even though our sample size was limited due to dropouts. Future extensions might include adaptive instructional design elements to increase observable learning gains.Item Open Access How training quality, trainer competence, and satisfaction with training affect vocational identification of apprentices in vocational education programs(2024) Wuttke, Eveline; Heinrichs, Karin; Koegler, Kristina; Just, AndreasVocational identification means being identified with an organization and with one’s career. Both are key objectives of vocational education and training (VET) programs and advantageous for employees and employers. For employees, vocational identification is often associated with positive work-related emotions and job satisfaction; for employers, workers’ identification with the organization and the career enhances their performance and reduces turnover. Thus, investment in employees’ professional development that has the potential to support vocational identification is advantageous for all involved. In light of current demographic changes and a decreasing demand for full-time work, which are leading to a shortage of skilled workers and lower enrolment in apprenticeship programs, it is essential to bind young talents to companies at an early stage and avoid resignations during or after training. Findings from various empirical studies confirm that those who identify with their chosen career and the organization for which they work are more satisfied, think less about quitting, and perform better. Little empirical research has been conducted on how apprentices in VET programs identify with their career or organization or the extent to which such identification enhances their job satisfaction. In this study, we therefore investigate factors that influence apprentices’ identification with their career and organization, in particular, the effects of training quality and trainer competence. Our results indicate that apprentices identify strongly with their career and with the organization where they are doing their training and are mostly satisfied with the quality of their training. Structural equation modeling reveals the relevance of career choice, training quality, and job satisfaction for identification with an organization and (less) with a career. The learning and working conditions in the organization, and more specifically, the variety of tasks offered to the apprentices and the trainer’s pedagogical aptitude explain satisfaction with the training and career identification; the trainer’s presence and the apprentices’ satisfaction with training explain, to some degree, variance in organizational identification.Item Open Access The dreams they are a-changin’ : mixed-methods longitudinal research on young people’s patterns of orientation(2023) Vogl, Susanne; Valls, Ona; Kogler, Raphaela; Astleithner, FranzAt the end of secondary general track schooling, young people experience an important transition; in Austria, they have to decide on further schooling or vocational training. Aspirations shape this transition and decisions herein. In this contribution, we explore patterns in formation, change or stability of educational and occupational aspirations. Based on an exploratory longitudinal mixed-methods approach with adolescents aged about 14 years in wave 1, we untangle the multidimensional phenomenon of (educational and occupational) aspirations. We analyze three waves of qualitative longitudinal interviews and develop a typology of young people’s educational and occupational orientation processes over time. In a statistical analysis of three waves of the panel survey data with the same age group, we compare and integrate findings on stability and change of aspirations and analyze the influence of sociodemographic characteristics on these patterns. With this mixed-methods longitudinal design, we gain an in-depth understanding of young peoples’ thoughts, ideas and worries during this transitional phase. We also learn about the resources that shape the orientation process and related patterns in time.