In: Scientometrics, 2021, vol. 126, no. 2, p. 1311–1328
The aim of this study was to examine how institutional barriers arising from policy decisions influence the level of participation of third- party countries in European Framework Programs (EU-FPs). To achieve this, we contrasted the effect of EU funding restrictions following Switzerland’s 2014 reclassification as a “third country” in Horizon 2020, and the political uncertainties resulting...
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In: Handbuch Informationskompetenz, 2012, p. 488-497
Nach 2000 sind an den Schweizer Universitätsbibliotheken erste Aktivitäten im Bereich Informationskompetenz zu beobachten. Die Fachhochschulen folgten mit etwas Verzögerung. Verschiedene exemplarische Einzelprojekte und das Entstehen von Netzwerken dokumentieren die weitere Entwicklung. Auf nationaler Ebene versucht das e-lib.ch-Teilprojekt „Informationskompetenz an Schweizer Hochschulen“,...
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In: Revue des Sciences de l'éducation, 2018, vol. 44, no. 1, p. 12-39
Le passage de l'intégration scolaire à l'éducation inclusive constitue un défi pour les enseignants et la question de leurs représentations dans sa mise en oeuvre est primordiale. Cet article propose une métasynthèse croisant les résultats de quatre recherches (Suisse, Québec et Nouvelle-Zélande) réalisées à différents moments du développement professionnel des enseignants en...
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In: Psychologiedidaktik und Evaluation XII, 2018, p. 155-163
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In: Diotime, 2018, vol. 78, p. 1-6
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Fribourg : HEP|PH FR, 2018
Rapport bilingue (français-allemand)
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In: Scientometrics, 2016, vol. 109, no. 3, p. 2279–2301
This paper presents an analysis of resource acquisition and profile development of institutional units within universities. We conceptualize resource acquisition as a two level nested process, where units compete for external resources based on their credibility, but at the same time are granted faculty positions from the larger units (department) to which they belong. Our model implies that the...
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In: Educational Studies, 2016, vol. 52, no. 5, p. 395-405
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In: Postcolonial Directions in Education
Colonialism has ended, but the structure of colonial power persists, and education is a key vehicle for the colonization of the mind. Following the research of the Latin America collective project modernidad/ colonialidad, this paper analyzes the continuous reproduction of colonial power in European programs on education and training as well as in the production of educational knowledge. The...
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In: Educateur, 2012, no. 8, p. 6-7
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