The ability to acquire knowledge helps humans to cope with the demands of the environment. Supporting knowledge acquisition processes is among the main goals of education. Empirical research in educational psychology has identified several processes mediated through that prior knowledge affects learning. However, the majority of studies investigated cognitive mechanisms mediating between prior knowledge and learning and neglected that motivational processes might also mediate the influence. In addition, the impact of successful knowledge acquisition on patients’ health has not been comprehensively studied. This dissertation aims at closing knowledge gaps on these topics with the use of three studies. The first study is a meta-analysis that examined motivation as a mediator of individual differences in knowledge before and after learning. The second study investigated in greater detail the extent to which motivation mediated the influence of prior knowledge on knowledge gains in a sample of university students. The third study is a second-order meta-analysis synthesizing the results of previous meta-analyses on the effects of patient education on several health outcomes. The findings of this dissertation show that (a) motivation mediates individual differences in knowledge before and after learning; (b) interest and academic self-concept stabilize individual differences in knowledge more than academic self-efficacy, intrinsic motivation, and extrinsic motivation; (c) test-oriented instruction closes knowledge gaps between students; (d) students’ motivation can be independent of prior knowledge in high aptitude students; (e) knowledge acquisition affects motivational and health-related outcomes; and (f) evidence on prior knowledge and motivation can help develop effective interventions in patient education. The results of the dissertation provide insights into prerequisites, processes, and outcomes of knowledge acquisition. Future research should address covariates of learning and environmental impacts for a better understanding of knowledge acquisition processes.
Die Arbeit widmet sich vor dem Hintergrund der globalen ökologischen Krise der Fragestellung, wie eine Ökologisierung der Hochschule aussehen könnte. Ziel ist es dabei, eine Konzeption für die Universität Trier zu erarbeiten, die auf Basis einer nachhaltigen Entwicklung die Ökologisierung der Universität Trier anstrebt. Nach einer Vorstellung des Leitbildes einer nachhaltigen Entwicklung werden die Aufgaben der Hochschulen gemäß der Agenda 21 analysiert und aus der COPERNICUS-Charta ("University Charter for Sustainable Development") fünf Kernbereiche für die Ökologisierung der Hochschule abgeleitet. Zudem geht die Arbeit auf die Aufgaben, Funktionen, Entscheidungs- und Organisationsstrukturen der Institution "Hochschule" sowie die Zielvorstellungen der Hochschulgruppen, auf die Hochschulkultur und das Thema "Hochschulreform" ein. Ob Ökologisierungen von privatwirtschaftlichen Unternehmen Hilfestellungen oder Ansätze für Hochschulen geben können, stellt eine weitere zentrale Frage dar. Es werden die Instrumentarien des Öko-Audits gemäß der EG-Öko-Audit-Verordnung und der ISO 14001 sowie Organisationsstrukturen des betrieblichen Umweltschutzes vorgestellt und die Möglichkeiten einer Übertragung auf Hochschulen diskutiert. Dabei geht die Arbeit auch auf das in der betriebswirtschaftlichen Literatur behandelte Konzept des Veränderungsmanagements ein, um herauszufinden, ob dessen Ansätze der Organisationsentwicklung und des organisationalen Lernens wichtige Erkenntnisse zur Ökologisierung der Hochschule beisteuern können. Des weiteren erfolgt eine Vorstellung von Umweltschutz- und Nachhaltigkeitsprojekten sechs ausgewählter Hochschulen, wobei diesen Projekten eine Ist-Zustandsbeschreibung der Umweltschutzorganisation und Nachhaltigkeitsaktivitäten der Universität Trier gegenübergestellt wird. Basierend auf den Erkenntnissen der im Rahmen der Arbeit durchgeführten Analysen und Interviews werden abschließend Vorschläge für Ökologisierungsmaßnahmen an der Universität Trier präsentiert.
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.