Research

International Cooperations, Publications, Awards and Research Funding

The following pages provide information on international cooperations of the Faculty of Philosophy and Social Sciences, on publications of researchers at the Faculty with foreign colleagues and/or in non-German-speaking publications, as well as on funding opportunities (personal and project funding) to support internationalisation in research and teaching.

International Cooperations

The Faculty of Philosophy and Social Sciences maintains active international exchange and research collaborations worldwide. This includes research activities and cooperation with renowned universities in the USA, Canada, Brazil, El Salvador, Switzerland, Norway, Russia, China, and Korea.

Particularly noteworthy is the cooperation (guest lecturer and student exchange, German program, summer school, exhibitions, research) with Shandong University, Jinan, China, which has existed since 1987. The framework is formed by a city (Jinan/Augsburg) and country partnership (Shandong/Bavaria).

© University of Augsburg
© University of Augsburg

International Publications

In the following, you will find editorships of international journals and book series as well as publications from the current year, which were created together with international colleagues and/or in non-German-speaking publications of researchers of the Faculty of Philosophy and Social Sciences.

 

Note: Publications from the past years can be found at the link "Overview of international publications of the past years".

 

Editorships of international journals and book series

Since 2013: Founder and co-editor of the international German-English journal "Journal for Discourse Studies". Weinheim: Beltz

 

2022

Winkler, M., Künzell, S. & Augste, C. (2022). The Load Structure in International Competitive Climbing. Frontiers in Sports and Active Living, 4, Artikel 790336. https://doi.org/10.3389/fspor.2022.790336

 

Gegenfurtner, A., Gruber, H., Holzberger, D., Keskin, Ö., Lehtinen, E., Säljö, R., Seidel, T., & Stürmer, K. (2022). Cognitive theory of visual expertise. In C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Eds.), Re-theorizing learning and research methods in learning research. Routledge.

 

Gegenfurtner, A., & Quesada-Pallarès, C. (2022). Toward a multidimensional conceptualization of motivation to transfer training: Validation of the Transfer Motivation Questionnaire from a self-determination theory perspective using bifactor-ESEM. Studies in Educational Evaluation, 73, 101116. https://doi.org/10.1016/j.stueduc.2021.101116

 

Hagenauer, G., Gegenfurtner, A., & Gläser-Zikuda, M. (2022). Grundlagen und Anwendung von Mixed Methods in der empirischen Bildungsforschung. Springer.

Shoki kirisutokyo ni okeru kanjo. „Herumasu no bokusha“ ni okeru ὀξυχολία (funnu) wo rei ni totta houhouronteki oyobi naiyoutekina shomondai, in Seisho Gaku Ronshu 50 (2019) 73–111 (jap.)
= überarbeitet: Methodological issues and issues of content, as exemplified by ὀξυχολία in the Shepherd of Hermas, in: D. Cairns/M. Hinterberger/A. Pizzone/M. Zaccharini, Emotions through Time. From Antiquity to Byzantium, Tübingen 2022. (im Druck) | https://www.mohrsiebeck.com/buch/emotions-through-time-9783161614002?no_cache=1

 

Parables and the Bildfeld (metaphorical field; image field)  (2022, im Druck).

 

mit G. Theißen, Unity and plurality in Paul’s concept of salvation. The theological development of Paul in the mirror of the Letter to the Romans, in: R. Hakola/O. Lehtipuu/N. Nikki (Hrsg.), Common Ground and Diversity in Early Christian Thought and Study. Essays in memory of H. Räisänen, Tübingen (2022, im Druck).

 

Approches de la vieillesse dans le christianisme naissant, in: Th. Römer/H. Gonzalez/L. Marti/S. Ramon (Hrsg.), Vieillir et être vieux dans le Proche Orient ancien. Actes du colloque organisé par le Collège de France, Paris, les 22 et 23 mai 2017 (OBO), Leuven, Peeters, (2022, im Druck).

 

Emotions and Visual Arts. With a focus on Greco-Roman Artefacts. Response to Karen Sonik, in: U.E. Eisen, H. Mader/M. Peetz (Hrsg.), Emotionen fassen. Methodologische Konzepte interdisziplinärer Erforschung von Emotionen in Tanach, Bibel und Koran (2022, im Druck).

 

Kollar, I. & Greisel, M. (in press). Small group learning. In J. Zumbach, D. A. Bernstein, S. Narciss & G. Marsico (Eds.), International Handbook of Psychology Learning and Teaching. Cham: Springer.

 

Keller, Reiner (2022): The Symbolic Construction of Spaces: Perspectives from a Sociology-of-Knowledge Approach to Discourse. In: Communicative Constructions and the Refiguration of Spaces. Theoretical Approaches and Empirical Studies. Edited By Gabriela B. Christmann, Hubert Knoblauch, Martina Löw. London: Routledge 2022, pp. 36-56

 

Keller, Reiner/Hornidge, Anna/Schünemann, Wolf (Eds.) (2022): The Sociology of Knowledge Approach to Discourse. Investigating the Politics of Knowledge and Meaning-making. London: Routledge (Open Access Version des 2018 erschienen Bandes).

 

Gegenfurtner, A., Gruber, H., Holzberger, D., Keskin, Ö., Lehtinen, E., Säljö, R., Seidel, T., & Stürmer, K. (2022). Cognitive theory of visual expertise. In C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Eds.), Re-theorizing learning and research methods in learning research. Routledge.

 

Kollar, I. & Greisel, M. (2022). Small group learning. In J. Zumbach, D. A. Bernstein, S. Narciss & G. Marsico (Eds.), International Handbook of Psychology Learning and Teaching. Cham: Springer.

 

Spensberger, F., Kollar, I. & Pankofer, S. (in press). Effects of worked examples and external scripts on fallacy recognition skills: a randomized controlled trial. Journal of Social Work Education. https://doi.org/10.1080/10437797.2021.1963892

 

Vogel, F., Kollar, I., Fischer, F., Reiss, K. & Ufer, S. (in press). Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-022-09363-z

 

Wekerle, C. & Kollar, I. (accepted). Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans. Technology, Pedagogy and Education.

Broeker, L., Johnson, J. G., Oliveira, R. F. de, Ewolds, H. E., Künzell, S. & Raab, M. (2022). Switch rates vary due to expected payoff but not due to individual risk tendency. Acta Psychologica, 224, 103521. https://doi.org/10.1016/j.actpsy.2022.103521

 

Winkler, M., Künzell, S. & Augste, C. (2022). The Load Structure in International Competitive Climbing. Frontiers in Sports and Active Living, 4, Artikel 790336. https://doi.org/10.3389/fspor.2022.790336

 

 

Matthes, Eva (2022): Theodor Litts Verständnis und seine aktuelle Relevanz. In: Rassegna Di Pedagogia/Pedagogical review, LXXIX 1-4 (Gennaio-Dicembre 2021), S. 187-206 (with German, Italian and English summary)

 

Siegel, Stefan T./Matthes, Eva (2022): Education’s Relative Autonomy: A Closer Look at the Discipline’s Past, Present, and Future, in: Nordic Studies in Education, Vol 42, No 1, S. 13-29.

Hinzen, Heribert/Meilhammer, Elisabeth (2022). 100 years of Volkshochschule in Germany – 50 years of DVV International: Signposts for local and global comparative perspectives on adult learning and education. International Review of Education. Online First Access. https://doi.org/10.1007/s11159-022-09944-y

Metzner, S., Jarczok, M.N., Böckelmann, I, Glomb, S., Delhey, M., Guendel, H., Frommer, J. (2022): Improvement of Pain Experience and Changes in HRV through Music-Imaginative Pain Treatment. Frontiers: Perspectives on Music and Pain: From Evidence to theory and application. (abstract accepted)

 

Glomb, S., Böckelmann, I, Frommer, J., Metzner, S. (2022): Music-imaginative Pain Treatment revealing biographical factors and maladaptive behavior caused by social trauma. Frontiers: Perspectives on Music and Pain: From Evidence to theory and application. (abstract accepted)

 

Busch, V., Metzner, S. (2022b): Music in the Treatment of Depression from the Perspective of Music Therapy and Psychology of Music. In: Bernatzky G., Kreutz G. (Hrsg.): Music and Medicine, Therapy, Prevention and Education. Springer, Wien, 1st edition (accepted)

 

Siegert, I., Busch, M., Metzner, S., Junne, F., Krueger J. (2022): Music-guided imagination and digital voice assistant – Study design and first results on the application of voice assistants for music-guided stress reduction. In: HCII2022 Conference Proceedings LNCS Series, Springerlink Digital Library.

 

Bieg, S., Dresel, M., Goetz, T., & Nett, U. E. (2022). Teachers' enthusiasm and humor and its' lagged relationships with students' enjoyment and boredom-A latent trait-state-approach. Learning and Instruction, 101579.

 

Lichtenfeld, S., Pekrun, R., Marsh, H., Nett, U. E., & Reiss, K. (2022). Achievement Emotions and Elementary School Children’s Academic Performance: Longitudinal Models of Developmental Ordering. Journal of Educational Psychology.

OECD (2022): Quality and Equity of Schooling in the German-speaking Community of Belgium. Reviews of National Policies for Education. OECD: Paris. (DOI: 10.1787/9a6b6f3a-en) [verantwortlich für Kapitel 2]

 

Kriesi, Irene/Leemann, Regula/Nikolai, Rita (Hrsg.) (2022): Regional Disparities in National Education: Origins, Governance, and Consequences. Themenheft der Online-Zeitschrift Education Sciences (mit ingesamt 13 Beiträgen). Als Open Access unter: https://www.mdpi.com/journal/education/special_issues/Regional_Disparities_National_Education

Wekerle, C. & Kollar, I. (accepted). Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans. Technology, Pedagogy and Education.

 

Kidenda, Mary Clare/Kriel, Lize/Wagner, Ernst (Hrsg.) (2022). Visual Cultures of Africa. Münster/New York: Waxmann.

 

International Awards

Prof. Dr. Eva Matthes received the Comenius Medal for her services to historical educational research from the Czech National Pedagogical Museum and the J.A. Comenius Library in a ceremony at the Carolinum of Charles University in Prague.

 

Within the framework of an International Conference of Historical Researchers of Education, Prof. Dr. Tomás Kasper from the Faculty of Philosophy of Charles University in Prague held the laudation for the Augsburg professor on June 23, 2022: "Prof. Dr. Eva Matthes is one of the leading personalities in research and university teaching in the history of education." He emphasized, "She laid a clear and deep mark in education history research through her successful project work and through her very active publication activities." The Prague Charles University professor concluded his tribute by saying that it was his pleasure "to be able to present the Comenius Medal to colleague Prof. Matthes, who with her work and collegiality always stood by the side of democratic values."

Dr. Markéta Pánková is the Director of the Czech National Pedagogical Museum, Prof. Dr. Eva Matthes and Prof. Dr. Tomás Kasper, Professor of Educational Science/Historical Educational Research at Charles University Prague (from left).

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