In recent years, the establishment of new makerspaces in Germany has increased significantly. The underlying phenomenon of the Maker Movement is a cultural and technological movement focused on making physical and digital products using open source principles, collaborative production, and individual empowerment. Because of its potential to democratize the innovation and production process, empower individuals and communities, and enable innovators to solve problems at the local level, the Maker Movement has received considerable attention in recent years. Despite numerous indicators, little is known about the phenomenon and its individual members, especially in Germany. Initial research suggests that the Maker Movement holds great potential for innovation and entrepreneurship. However, there is still a gap in understanding how Makers discover, evaluate and exploit entrepreneurial opportunities. Moreover, there is still controversy - both among policy makers and within the maker community itself - about the impact the maker movement has and can have on innovation and entrepreneurship in the future. This dissertation uses a mixed-methods approach to explore these questions. In addition to a quantitative analysis of maker characteristics, the results show that social impact, market size, and property rights have significant effects on the evaluation of entrepreneurial opportunities. The findings within this dissertation expand research in the field of the Maker Movement and offer multiple implications for practice. This dissertation provides the first quantitative data on makers in makerspaces in Germany, their characteristics and motivations. In particular, the relationship between the Maker Movement and entrepreneurship is explored in depth for the first time. This is complemented by the presentation of different identity profiles of the individuals involved. In this way, policy-makers can develop a better understanding of the movement, its personalities and values, and consider them in initiatives and formats.
Academic achievement is a central outcome in educational research, both in and outside higher education, has direct effects on individual’s professional and financial prospects and a high individual and public return on investment. Theories comprise cognitive as well as non-cognitive influences on achievement. Two examples frequently investigated in empirical research are knowledge (as a cognitive determinant) and stress (as a non-cognitive determinant) of achievement. However, knowledge and stress are not stable, what raises questions as to how temporal dynamics in knowledge on the one hand and stress on the other contribute to achievement. To study these contributions in the present doctoral dissertation, I used meta-analysis, latent profile transition analysis, and latent state-trait analysis. The results support the idea of knowledge acquisition as a cumulative and long-term process that forms the basis for academic achievement and conceptual change as an important mechanism for the acquisition of knowledge in higher education. Moreover, the findings suggest that students’ stress experiences in higher education are subject to stable, trait-like influences, as well as situational and/or interactional, state-like influences which are differentially related to achievement and health. The results imply that investigating the causal networks between knowledge, stress, and academic achievement is a promising strategy for better understanding academic achievement in higher education. For this purpose, future studies should use longitudinal designs, randomized controlled trials, and meta-analytical techniques. Potential practical applications include taking account of students’ prior knowledge in higher education teaching and decreasing stress among higher education students.