FAIRUSE “Misconduct and fraud in study achievements: individual and organizational conditions”
German title: „Fehlverhalten und Betrug bei der Erbringung von Studienleistungen: Individuelle und organisatorisch-strukturelle Bedingungen“
Aim: The FAIRUSE-project models strategies of students with regard to changing study conditions. Adverse learn and teaching environments can result in students trying to reach their study goals by means like plagiarism, copying in exams or other undesired aids. This can be regarded as an inference of the teaching and learning processes. Therefore it is essential to gather knowledge about the underlying mechanisms of decision making with respect to individual and organizational characteristics. Main research questions:
• Which choices concerning learning strategies and gaining study achievements are made?
• How do these choices affect the process of learning?
• Under which individual and organisational structural factors of study management and teaching are students willing to make choices that may result in negative consequences on the long run?
• Which recommendations can be derived for the individual and organisational structural conception of teaching and its professionalization?
• How can students be supported in efficiently crafting their own learning processes?
To answer these questions three combined longitudinal studies, which are conducted in various subjects across different universities over two years:
• Student panel
• Academic staff panel
• Analysis of the organisational structural context.
On the basis of the resulting insights support actions directed at the professionalization of the teaching staff are to be developed.
FAIRUSE therefore fills out a theoretical and methodical blank spot in German research on higher education and offers space for practical development.
Leader: Sebastian Sattler and Prof. Dr. Martin Diewald
Institution: Faculty of Sociology of the Bielefeld University
Co-operation: Prof. Dr. Anja Göritz of the University of Wuerzburg - Psychology II
Methods: Online Panel Survey
Financing: Federal Ministry of Education and Research (FMER) (BMBF)
Duration: 2009 – 2012
BUKA “Evaluation of the German Chancellor Fellowship for Prospective Leaders of the Alexander von Humboldt-Foundation”
German title: „Evaluation des Bundeskanzler-Stipendienprogramms der Alexander von Humboldt-Stiftung“
Aim: The German Chancellor Fellowship program for prospective leaders from US and Russia of the Alexander von Humboldt-Foundation was evaluated with regard to the attainment of its goals during 1990 and 2006.
Leader:Prof. Dr. Peter Weingart and Dr. Matthias Winterhager
Institution:Institute for Science and Technology Studies at the Bielefeld University
Position: Consultancy and analytical work (methods and statistics)
Methods: bilingual online survey
Financing: Alexander von Humboldt-Foundation (AvH)
Duration: 2007 – 2008
IDUN “Interdependencies of social networks in family, kinship, and work”
German title: „Interdependenzen zwischen beruflichen und verwandtschaftlichen Netzwerke im Kontext der Familiengründung und -entwicklung“
Aim: Building on action theoretical assumptions, the project focuses on mechanisms of social network management, in particular with respect to the interplay of family, kinship and work relationships. The project addresses, how social network management contributes to mastery of developmental tasks and transitions such as establishing and maintaining partnership, parenthood, and intergenerational relationships. It is expected that kinship and occupational networks are co-dependent and co-regulative in their impact on the individual life course. The project addresses three types of network interdependencies, that is, (a) competition, (b) compensation and substitution, and (c) generalization and spillover. Competition and generalization pertain to opposing or mutually enhancing demands and conflicts of family (kinship) versus work relationships. Compensation and substitution involve mechanisms of balancing, countervailing or mutual offsetting within and across kin versus work relationships. The three mechanism of interdependency are seen as dependent on social structure and normative frames. Interdependence of social networks requires enhanced developmental, emotional and self-regulatory control in the course of planning and mastering life course tasks such as partnership stability, parenthood, and intergenerational responsibility.
A central research issue addresses the question of how interdependency of social networks is adaptively regulated in early family developmental phases in adolescence, early adulthood and midlife. Competition and negative spill over are expected to show detrimental effects on the course and mastery of family-related transitions and demands, whereas compensatory and substitution processes are related to greater fertility, to cohesion and stability of the family.
Leader:Prof. Dr. Martin Diewald and Prof. Dr. Frieder R. Lang
Institution: Faculty of Sociology at the Bielefeld University and Institute for Psychogerontology at the University of Erlangen-Nuremberg
Position: Research fellow
Methods: Panel survey (telephone and personal questioning) using a multi-actor-design with a main focus on the assessment of social networks
Financing: German Research Foundation (DFG); Side project to prepare the Panel Analysis of Intimate Relationships and Family Dynamics (PAIRFAM)
Duration: 2004 –2009
PIH “Plagiarism in student papers”
German title: : „Plagiate in Hausarbeiten“
Aim: In consequence of a lack of data on plagiarism in Germany and a lack of theory-driven research, this study wants to answer three questions: 1. How widespread is plagiarism? 2. Why decide students to plagiarize? 3. What kind of interventions lower the prevalence of plagiarism? Therefore rational choice theory and economic theories of crimes are employed to explain for socials contexts and individual characteristics of students.
Leader: Sebastian Sattler
Institution:Institute of Sociology at the University of Leipzig
Position: Project leader
Methods: sPaper and pencil study of students (main study); Randomized-Response-Technique survey of students (validation study); non-reactive analysis of documents/student papers (validation study); secondary analysis of studies on plagiarism (comparison study); explorative guideline-based face to face interviews with students (pre-study); Online survey of academic teachers (side study)
Financing: Equity capital
Duration: 2005 – 2006