German Universities Research Articles

“Shiny Happy People Laughing”: The Protest Paradigm, WUNC, and the Visual Framing of Political Activism

Media coverage of protest, particularly its visual framing, is crucial to the legitimacy and impact of protest movements. Typical patterns in media coverage of protests, which account for discrepancies between how protests are portrayed, are the protest paradigm and WUNC (worthy, united, numbers, commitment). In order to investigate how specific visual items and features of media images showing political protest elicit positive or negative perceptions and annotations by an audience, we study two questions: Which visual features in media images of protest elicit positive or negative perceptions and annotations by an audience? How do these perceptions correspond with the protest paradigm and WUNC, respectively? We answer these questions by conducting a qualitative focus group study with students from a mid-size German university.

Reporting of retrospective registration in clinical trial publications: a cross-sectional study of German trials

ObjectiveProspective registration has been widely implemented and accepted as a best practice in clinical research, but retrospective registration is still commonly found. We assessed to what extent retrospective registration is...

Difficulties in the Implementation of International Academic Mobility Programs: Student’s Stance. Russian-German Experience in Solving Problems in the Context of the COVID-19 Pandemic

Introduction. Academic mobility of students is an integral part of quality higher education in Russia. A frequent problem is a difficult adaption to a foreign country. The article looks into to the problem of offsetting negative consequences of cultural adaptation of Russian students in German universities during short-term stay. The aim of the article is to work out recommendations on preliminary preparation of short-term international academic mobility programs between Russian and foreign partner universities, taking into account cultural adaptation of students. Materials and Methods. The research draws on surveys of students participating in the 6-month (1 semester) international Russian-German academic mobility program. As a survey technique, a group continuous correspondence survey was employed. The questionnaire was compiled following the conditions of relevance and representativeness using empirical indicators and descriptive statistics. The method of statistical factor analysis served a tool to identify the main factors influencing the quality of adaptation; for a comparative analysis of the results of the survey, statistical methods of comparing averages and statistical visualization were used. Results. The article analyzes the results of surveys of students of the German-Russian Institute of Advanced Technologies about the main points of education in Germany that cause them difficulties. A comparative analysis of learning in the context of the COVID-19 pandemic (hybrid, almost completely remote learning) with the period before the pandemic (full face-to-face learning) was made. Conclusions are drawn about the prevailing factors that influenced the success of learning in both cases. Examples of practical recommendations are formulated as to the necessary preparation of Russian university students for studying at European universities in the years following the pandemic, taking into account the results of surveys of teachers from the host German university, as well as the observations of an expert from the Kazan National Research Technical University over the teaching process at the Technical University of Kaiserslautern. Based on the results of the analysis of factors most affecting the success of Russian students in a foreign university, we propose measures aimed at accelerating and mitigating the adaptation of Russian-speaking students to a long stay in a foreign environment. In the aftermath of the COVID-19 pandemic, the hybrid form of education looks most effective, as it increases the success of Russian students studying abroad. Discussion and Conclusion. The proposed approach to the assessment of influencing factors and the developed methods for their elimination will help prevent similar problems in the future. The conclusions made by the authors contribute to the practice of short-stay international academic mobility organization. The article materials are of interest to the scientific and pedagogical community, faculty and management of educational institutions.

Beck’s Depression Inventory II Suicidal Ideation in Medical Students – Prevalence and Associated Factors

Background: Suicide is the second leading cause of death in 15- to 29-year-olds in Germany. Studies have shown that compared to the general population students are more affected by suicidal ideation, as one major indicator of an attempted suicide. This effect is observed all over the world, interestingly, it is also true for physicians. Therefore, we investigated whether medical students are at an even higher risk than their peers to develop suicidal ideation. Methods: N=1,103 medical students at a German university completed a self-reporting survey investigating socio-demographic, potential risk, and protective factors. The Beck’s Depression Inventory (BDI)-II Item 9 “Suicidality“ served as the dependent variable. Results: N=130 students (11.8% of the total sample) reported suicidal ideation within the last two weeks. Stepwise computed logistic regression models including all potential risk factors resulted in 40% explained variance. The most significant independent risk factors were the BDI-score, usage of tranquilizers, feeling lonely, insufficient time for hobbies and prior personal mental health issues, whereas focus enhancing drugs showed to be the only independent protective predictor. The BDI-II score correlated positively with the number of students suffering from suicidal ideation. Conclusion: The prevalence of suicidal ideation in our sample medical student population exceeds that of the general population greatly, confirming existing data and emphasizing the need to raise awareness and establish prevention programs.

Mortality rates of severe COVID-19-related respiratory failure with and without extracorporeal membrane oxygenation in the Middle Ruhr Region of Germany

The use of extracorporeal membrane oxygenation (ECMO) is discussed to improve patients’ outcome in severe COVID-19 with respiratory failure, but data on ECMO remains controversial. The aim of the study was to determine the characteristics of patients under invasive mechanical ventilation (IMV) with or without veno-venous ECMO support and to evaluate outcome parameters. Ventilated patients with COVID-19 with and without additional ECMO support were analyzed in a retrospective multicenter study regarding clinical characteristics, respiratory and laboratory parameters in day-to-day follow-up. Recruitment of patients was conducted during the first three COVID-19 waves at four German university hospitals of the Ruhr University Bochum, located in the Middle Ruhr Region. From March 1, 2020 to August 31, 2021, the charts of 149 patients who were ventilated for COVID-19 infection, were included (63.8% male, median age 67 years). Fifty patients (33.6%) received additional ECMO support. On average, ECMO therapy was initiated 15.6 ± 9.4 days after symptom onset, 10.6 ± 7.1 days after hospital admission, and 4.8 ± 6.4 days after the start of IMV. Male sex and higher SOFA and RESP scores were observed significantly more often in the high-volume ECMO center. Pre-medication with antidepressants was more often detected in survivors (22.0% vs. 6.5%; p = 0.006). ECMO patients were 14 years younger and presented a lower rate of concomitant cardiovascular diseases (18.0% vs. 47.5%; p = 0.0004). Additionally, cytokine-adsorption (46.0% vs. 13.1%; p < 0.0001) and renal replacement therapy (76.0% vs. 43.4%; p = 0.0001) were carried out more frequently; in ECMO patients thrombocytes were transfused 12-fold more often related to more than fourfold higher bleeding complications. Undulating C-reactive protein (CRP) and massive increase in bilirubin levels (at terminal stage) could be observed in deceased ECMO patients. In-hospital mortality was high (Overall: 72.5%, ECMO: 80.0%, ns). Regardless of ECMO therapy half of the study population deceased within 30 days after hospital admission. Despite being younger and with less comorbidities ECMO therapy did not improve survival in severely ill COVID-19 patients. Undulating CRP levels, a massive increase of bilirubin level and a high use of cytokine-adsorption were associated with worse outcomes. In conclusion, ECMO support might be helpful in selected severe cases of COVID-19.

Dedicating, faking, and surviving: disclosing tensions in how three women university students negotiate collectively celebrated norms across European contexts

ABSTRACT Higher education biology (HEB), a discipline where women undergraduates are numerically overrepresented in most Western universities, has been given little attention in exploring norms of scientific practice from a student perspective. This study brings into focus how biology students negotiate identities in relation to figured worlds of HEB. Through thematic analysis of 27 timeline interviews from a Swedish, German, and British university as a collective case, we identified three hegemonic imaginaries across narratives: showing dedication through sacrifice, faking it to make it, and surviving as the fittest. Using a theoretical framework of feminist science critique, science identity, and figured worlds, we then offer a multiple case approach to how three women students negotiate the collective imaginaries identified, while simultaneously disavowing and challenging them. This conflict suggests they consider themselves successful despite the pressure to engage in ‘typical’ scientific practices they simultaneously contest. Consequently, this study demonstrates that celebrated imaginaries do not remain unproblematised by successful students, but create tensions in their identity work. This provokes discussions on how science imaginaries shape women’s participation in HEB and beyond. Visualising these tensions makes it furthermore possible to challenge and change hegemonic academic norms in HEB, moving towards more socially just and inclusive spaces.

Online learning during the Covid-19 pandemic: How university students' perceptions, engagement, and performance are related to their personal characteristics.

University students faced unexpected challenges in online learning during the Covid-19 pandemic. Findings from early phases of the Covid-19 pandemic and before show that online learning experiences may vary from student to student and depend on several personal characteristics. However, the relative importance of different students' personal characteristics for their online learning experiences at later phases of the Covid-19 pandemic is still unclear. This cross-sectional, correlational study investigates how personal characteristics of university students are related to five dimensions of online learning perception and to their engagement and performance in online courses. In an online survey, 413 students from German universities provided full information on their online learning experiences and personal characteristics in terms of demographic information, Big Five personality traits, self-regulation skills, three facets of self-efficacy, and two types of state anxiety. Results of multiple regression analyses show that students' age was significantly positively related to all online learning perceptions and engagement in online courses. Our findings also confirm that self-regulation skills and academic and digital media self-efficacy are important factors in various online learning experiences. In contrast, students' personality traits and state anxiety were less important for most online learning experiences. Noteworthy, several bivariate associations between personal characteristics and online learning experiences are not reflected in the multiple regression model. This underscores the need to consider relevant variables simultaneously to evaluate their relative importance and to identify key personal characteristics. Overall, our results show valuable starting points for theory development and educational interventions.

The German University In Cairo (GUC)

This story tells the preparations for the foundation phase, the opening, and operation of the German University in Cairo (GUC), a private enterprise looking back on a success story of about twenty years. Early 2001 the decision was made to establish the GUC under the patronage of the two German public universities Stuttgart and Ulm, with full support of the Ministry of Higher Education and Arts (MWK), BadenWurttemberg, Germany. GUC was opened on 5. October 2003 for the first 900 students, through an EgyptianGerman state inauguration ceremony, by the President of the Arab Republic of Egypt Hosni Mubarak, and the German Chancellor Gerhard Schroeder. Five years after the opening GUC became already the leading private university in Egypt. Actually, about 13,000 students are enrolled and more than 2,000 graduates (Bachelors, Masters and PhDs) have been educated by GUC and got excellent positions in Egypt and other countries – for the pleasure of themselves, their families and finally GUC. The GUC is the biggest and most successful project of transnational education of the German Academic Exchange Service (DAAD) – in 2015 about 42% of all students in German Transnational Education Projects were enrolled in GUC.

Can prompts improve self-explaining an online video lecture? Yes, but do not disturb!

In recent years, COVID-19 policy measures massively affected university teaching. Seeking an effective and viable way to transform their lecture material into asynchronous online settings, many lecturers relied on prerecorded video lectures. Whereas researchers in fact recommend implementing prompts to ensure students process those video lectures sufficiently, open questions about the types of prompts and role of students’ engagement remain. We thus conducted an online field experiment with teacher students at a German university (N = 124; 73 female, 49 male). According to the randomly assigned experimental conditions, the online video lecture on topic Cognitive Apprenticeship was supplemented by (A) notes prompts (n = 31), (B) principle-based self-explanation prompts (n = 36), (C) elaboration-based self-explanation prompts (n = 29), and (D) both principle- and elaboration-based self-explanation prompts (n = 28). We found that the lecture fostered learning outcomes about its content regardless of the type of prompt. The type of prompt did induce different types of self-explanations, but had no significant effect on learning outcomes. What indeed positively and significantly affected learning outcomes were the students’ self-explanation quality and their persistence (i.e., actual participation in a delayed posttest). Finally, the self-reported number of perceived interruptions negatively affected learning outcomes. Our findings thus provide ecologically valid empirical support for how fruitful it is for students to engage themselves in self-explaining and to avoid interruptions when learning from asynchronous online video lectures.

Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education

In the wake of COVID-19, study conditions in Europe have changed dramatically. To limit contact between students and teachers, since March 2020 teaching has largely taken place digitally (remotely via digital means) and in private. Because the success of digital learning likely relies on many factors beyond good digital infrastructure conditions, this article focuses on which aspects, at both the teacher and the student levels, promote digital learning success. The large-scale student survey “Studying in Times of the Corona Pandemic” conducted at German universities and universities of applied sciences in the summer semester of 2020 offers data on how COVID-19 has affected several aspects of university studying in Germany. Here, we consider this data within the theoretical framework “theory of transactional distance” introduced by Moore (in: Moore (ed) Handbook of distance education, Routledge, 2018), according to which the success of digital teaching is influenced by dialogue, structure, and learner autonomy. Based on various regression analyses, our results show that several (digital) framework conditions must be created on both the teacher and student levels to achieve sufficient digital learning success. In this sense, our findings provide guidance on which aspects institutions of higher education should focus on when developing or updating their digitalization strategies. In accordance with collaborative learning approaches a key factor for learning success appears to be enabling peer-to-peer interactions. This finding supports our prediction that the possibility of engaging in interactive learning activities is crucial for students’ learning experience, as it might reduce the perception of transactional distance and allow for social exchange. The strongest predictor of students’ learning success turned out to be the (perceived) digital competencies of the teachers. This finding clearly emphasizes that teachers must be qualified to address the very specific challenges of teaching in digital contexts and indicates that universities may need to implement more teacher qualification programs.

Preoperative optimization of cardiac valve patients' expectations: Study protocol of the randomized controlled ValvEx-trial.

Complete recovery after surgery depends on psychological factors such as preoperative information, expectations, and surgery-associated anxiety. Prior studies have shown that even a short preoperative psychological intervention aiming at optimized expectations (EXPECT) can improve postoperative outcomes in coronary artery bypass patients. However, this intervention may benefit only a small subgroup of heart surgery patients since implementing preoperative psychological interventions into the daily clinical routine is difficult due to the additional time and appointments. It is unclear whether the EXPECT intervention can be shortened and whether heart valve patients would also benefit from interventions that optimize patients' expectations. The multicenter ValvEx trial aims (i) to adapt an effective preoperative psychological intervention (EXPECT) to make it brief enough to be easily integrated into the preoperative routine of heart valve patients and (ii) to examine if the adapted preoperative psychological intervention improves the subjectively perceived illness-related disability (PDI) up to 3 months after surgery. In two German university hospitals, N = 88 heart valve patients who undergo heart surgery are randomized into two groups [standard of care (SOC) vs. standard of care plus interventional expectation manipulation (SOC and EXPECT)] after baseline assessment. Patients in the EXPECT group additionally to standard of care participate in the preoperative psychological intervention (30-40 min), focusing on optimizing expectations and have two booster-telephone calls (4 and 8 weeks after the surgery, approx. 15 min). Both groups have assessments again on the evening before the surgery, 4 to 6 days, and 3 months after the surgery. The trial demonstrates excellent feasibility in the clinical routine and a high interest by the patients. The Ethics Committees of the Department of Medicine of the Philipps University of Marburg and the Department of Medicine of the University of Giessen approved the study protocol. Study results will be published in peer-reviewed journals and presented at congresses. ClinicalTrials.gov, identifier NCT04502121.

The Destiny of Phenomenology: Gadamer on Value, Globalism, and the Growth of Being

The Destiny of Phenomenology: Gadamer on Value, Globalism, and the Growth of Being

The Future of Synthesis Chemistry in Energetics

The Future of Synthesis Chemistry in Energetics

For my friend Richard J. Bernstein

For my friend Richard J. Bernstein

Rethinking the Ph.D. dissertation in botany: Widening the circle.

Rethinking the Ph.D. dissertation in botany: Widening the circle.

Ganz entspannt im hier und jetzt: Fostering social presence in communicative language instruction—Before, during, and after the pandemic

Ganz entspannt im hier und jetzt: Fostering social presence in communicative language instruction—Before, during, and after the pandemic

Virologists' Sex- and Gender-Based Medical Knowledge of COVID-19 Affects Quality of Students' Education.

A sex- and gender-based approach to medical education is important to develop new knowledge and to improve quality of and equality within health care. Results of a systematic survey showed a lack of sex- and gender-based medical education at German medical faculties. The global severe acute respiratory syndrome coronavirus type 2 (SARS-CoV-2) pandemic is affecting people from diverse backgrounds differently, and the reciprocal interactions between biological sex and sociocultural gender aspects with regard to coronavirus disease 2019 (COVID-19) necessitate an intersectional research approach and transfer to medical education. This descriptive-phenomenological qualitative online survey focused on the sex and gender knowledge of faculty staff and the status of implementation in medical education and research at departments of virology and immunology at German university hospitals. It comprised 16 questions generated by an expert consortium based on published research data. In the fall of 2021, 36 leading virologists were invited to participate anonymously in this survey. The response rate was 44%. Most experts deemed sex and gender knowledge as not that important or not important. Almost half the lecturers supported a sex- and gender-based research design and sex-disaggregated analysis of animal study data. Biological sex differences and gender aspects regarding SARS-CoV-2 were at least occasionally addressed upon a student's request. Virologists attributed only minor importance to sex and gender knowledge, despite scientific evidence of sex and gender differences in the field of virology, immunology, and COVID-19 in particular. This knowledge is not systematically implemented in the curriculum, but rather only occasionally passed on to medical students.

Strategic processing of source text in reading-into-writing tasks: A comparison between summary and argumentative tasks

Reading-into-writing tasks are frequently used as an assessment tool in the higher education context. Due to the nature of the task, students strategically process the source texts to successfully select the relevant information and integrate it into their writing. This study addresses the questions of a) how students strategically process the source text in reading-into-writing tasks and b) if there are differences between summary and argumentative tasks with different topics (natural and social sciences) regarding students' strategic processing of the source text. For this purpose, four types of reading-into-writing tasks were developed and completed by 14 students from German universities. While completing the tasks, each participant was asked to verbalize their thoughts (think-aloud), and their screen was video recorded. The audio-visual data were transcribed and analysed using a deductive approach. Our results support previous research about discourse synthesis and metacognitive strategies in reading-into-writing tasks and indicate some differences between the types of tasks and topics in the employment of particular strategies. Moreover, our analyses show that higher-level and lower-level reading processes play a role in the source text strategic processing depending on the reader's goals. This study gives further insights into the reading-into-writing construct, considering task type and topic effects.

Energy saving behavior in university organizations: The value of norm constructions in a "rational choice" action model.

In times of rising energy prices and increasing importance of climate change, saving energy becomes even more important. Universities are large public institutions with significant energy-saving potential. This study investigated the energy-saving behavior of students and employees at a German university. In contrast to previous studies, which often focused on individual buildings, this study took a comprehensive approach and addressed all university members (employees and students). A extended model of the Theory of Planned Behavior (TPB) served as the theoretical basis. Considering the specific organizational context, the main question of the study was to explore the interlinkages between the intention to save energy, corresponding consumption behavior, and the effects of injunctive and descriptive social norms within the social system of the organization. Furthermore, the impact of "not energy related" factors like the identification with the organization was tested. As methodological approach a university-wide quantitative online survey was conducted. For the survey, a standardized questionnaire containing several scales on energy consumption behavior and TBP-constructs was used. All in all, data from a total of 1,714 members of the university participating in the study was analyzed. Structural equation modeling showed that the extended TPB model yields a satisfactory amount of explained variance (approximately 40%) for intention and a moderate amount (approximately 20%) for behavior. The strongest predictors are personal norm and behavioral control. The organizational influence factor identification was also significant for intention, but only to a small extent. The results extend the understanding of the TPB in the context of energy conservation in universities and emphasize that the sense of behavioral control and the personal norm must always be considered when intervening in this context to promote energy conservation and thus provide valuable hints for practical measures.

Traumatic Events, Posttraumatic Stress Disorder, and Central Sensitization in Chronic Pain Patients of a German University Outpatient Pain Clinic.

Posttraumatic stress disorder (PTSD) and traumatic life events are often coupled to chronic pain, possibly linked by central sensitization. We wanted to assess the prevalence of traumatic events and PTSD in chronic pain patients of a German university hospital outpatient pain clinic. Moreover, we evaluated the extent of indicators and co-occurring traits of central sensitization in comorbid patients. We retrospectively divided 914 chronic pain patients into four groups depending on their trauma severity: no trauma, accidental trauma, interpersonal trauma, and PTSD. We collected electronic pain drawings focusing on pain area and widespreadness, as well as information about pain intensity, sleep impairment, disability, stress, anxiety, depression, and somatization. Differences between groups were calculated using Kruskal-Wallis with post-hoc Mann-Whitney tests. Of 914 patients, 231 (25%) had no trauma, 210 (23%) had accidental traumas, 283 (31%) had interpersonal traumas, 99 (11%) had PTSD, and 91 (10%) could not be classified. We observed statistically significant differences between groups in pain area and widespreadness, as well as maximal pain, sleep impairment, disability, stress, anxiety, depression, and somatization. The severity of symptoms increased with trauma severity. Traumatic life events and PTSD are frequent in chronic pain patients. The increased pain area and widespreadness, as well as the increased negative impact on co-occurring traits of sensory sensitivity (anxiety, depression, somatization), are compatible with central sensitization in comorbid patients. Therefore, a heightened awareness of the comorbidity between traumatic experiences and chronic pain is recommended.