Eldorado - Repositorium der TU Dortmund

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Bei diesem Service handelt es sich um das Institutionelle Repositorium der Technischen Universität Dortmund. Hier werden Ressourcen aus und für Lehre, Studium und Forschung gespeichert, erschlossen und der Öffentlichkeit zugänglich gemacht.

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Aktuellste Veröffentlichungen

From artistic strategies to placemaking and capability development
(Informa UK Limited, 2026-06-22) Lee, Dahae; Kränzle, Elina; Lehner, Judith; Vikuté, Eglé; Budryté, Paulina; Weger, Kim; Surizehi, Kamran
In recent decades, a decline in youth participation has been widely documented. Existing studies identify a lack of trust between youth and professionals as a contributing factor. This paper presents empirical findings from four urban living labs – Vienna, Panevėžys, Oslo, and Rotterdam – where different participatory approaches were tested ranging from artistic strategies to placemaking and capability development. The findings suggest that trust is an emergent, relational, and processual outcome of participatory engagement itself, which in turn fosters further participation. The paper highlights the importance of labs in shaping trust and the crucial role of intermediary actors within these spaces.
Extended formulations for binary optimal control problems
(Springer Science and Business Media LLC, 2024-11-12) Buchheim, Christoph
Extended formulations are an important tool in polyhedral combinatorics. Many combinatorial optimization problems require an exponential number of inequalities when modeled as a linear program in the natural space of variables. However, by adding artificial variables, one can often find a small linear formulation, i.e., one containing a polynomial number of variables and constraints, such that the projection to the original space of variables yields a perfect linear formulation. Motivated by binary optimal control problems with switching constraints, we show that a similar approach can be useful also for optimization problems in function space, in order to model the closed convex hull of feasible controls in a compact way. More specifically, we present small extended formulations for switches with bounded variation and for dwell-time constraints. For general linear switching point constraints, we devise an extended model linearizing the problem, but show that a small extended formulation that is compatible with discretization cannot exist unless P = NP.
A large-scale empirical investigation of measurement invariance decisions under multiple-group item response theory and multiple-group confirmatory factor analysis
(Frontiers Media SA, 2026-06-19) Baghaei, Purya; Strietholt, Rolf; Christiansen, Andrés
Measurement invariance (MI) testing is essential for ensuring valid cross-group comparisons in international large-scale assessments (ILSA). There are two major frameworks for establishing MI: multiple-group confirmatory factor analysis (MGCFA) and multiple-group item response theory (MGIRT). This study compares the results of MGCFA and MGIRT in examining measurement invariance using survey data from the International Computer and Information Literacy Study (ICILS) 2023. This study goes beyond prior simulation-based comparisons by providing a large-scale empirical examination of measurement invariance decisions across 33 ICILS questionnaire scales and 32 educational systems under operational assessment conditions. Using common thresholds for model evaluation, the results from the MGIRT suggest invariance across most scales compared to MGCFA, which rejects configural invariance for several scales. This finding suggests that the choice of method, MGCFA or MGIRT, can lead to substantially different conclusions. These findings underscore the urgent need for further methodological research to better understand the conditions under which each approach performs reliably and to guide researchers in making informed choices when assessing measurement invariance.
The emergence of interdisciplinary structures in academic project settings
(2026) Rose, Anna-Lena; Leišytė, Liudvika; Wilkesmann, Uwe
This dissertation examines how interdisciplinary structures emerge within academic project settings at universities. Although interdisciplinarity has become increasingly important in higher education and is strongly promoted by policy makers and university leaders, academic disciplines continue to dominate university structures. Existing research has mainly focused on barriers to interdisciplinarity or on formally established interdisciplinary initiatives, leaving limited understanding of how interdisciplinarity develops within traditionally disciplinary environments. This study addresses that gap by exploring how and why interdisciplinary structures can successfully emerge within academic project settings. It investigates the broader question of how new structures emerge across traditional disciplinary boundaries in universities. Three sub-questions guide the analysis: (1) What kinds of interdisciplinary structures emerge in academic project settings and which actors participate in them? (2) How do these actors contribute to the emergence of interdisciplinary structures and what motivates them? (3) Which factors inhibit or facilitate the emergence of interdisciplinary structures? These questions are addressed based on a longitudinal ethnographic single-case study of a project for inclusion-oriented and inclusive teacher training at a German university. Data were collected through participatory observation, focus groups discussions, interviews, and analysis of documents and websites. Data analysis followed principles of constructivist grounded theory and was complemented by a social network analysis of co-publications. Findings show that interdisciplinary structures develop as a dynamic social process shaped by both structural conditions and collective agency. Different forms of interdisciplinary collaboration emerged, varying in focus, organisation, and participants’ understandings of interdisciplinarity. The dissertation proposes a typology of interdisciplinary actors, distinguishing routine actors, sense-making actors, and two kinds of strategic actors – pure interdisciplinarians and pragmatic interdisciplinarians - who actively promote interdisciplinarity, yet grounded in different motivations. Key barriers included epistemic differences and the discipline-based organisation of universities. Important facilitating factors were organisational support, flexible interdisciplinary formats, and protection from traditional university structures. The study further highlights the role of temporary project settings in making disciplinary boundaries more permeable and enabling organisational change.
Peer Helping am Ganztagsgymnasium in NRW.
(2026) Wehe, Inga; Beutel, Silvia-Iris; Stebner, Ferdinand
Die vorliegende Dissertation untersucht das Potenzial von Peer Helping zur Förderung der Lernmotivation in Selbstlernzeiten am Ganztagsgymnasium. Vor dem Hintergrund gesellschaftlicher Veränderungen, wachsender Heterogenität und der Weiterentwicklung gymnasialer Lehr- und Lernkulturen wird der Frage nachgegangen, wie Individuelle Förderung und gemeinschaftsorientiertes Lernen in ganztägigen Strukturen miteinander verbunden werden können. Im Fokus steht das sogenannte Markt-Modell des Peer Helpings, in dem Schüler*innen eigenverantwortlich die Rollen von Helfenden und Hilfeempfangenden übernehmen und ihre Lernprozesse kooperativ gestalten. Die theoretische Grundlage bildet die Selbstbestimmungstheorie von Deci und Ryan, die motiviertes Lernen durch die Befriedigung der Grundbedürfnisse nach Autonomie, Kompetenz und sozialer Eingebundenheit erklärt. Die Studie ist als Mixed-Methods-Untersuchung mit Schüler*innen der Jahrgangsstufe 5 an Ganztagsgymnasien in Nordrhein-Westfalen angelegt. Sie umfasst zwei quantitative Teilstudien mit Prä-Post-Design, in denen die situative bzw. die allgemeine Lernmotivation mithilfe standardisierter Skalen erhoben wurden, sowie eine qualitative Interviewstudie. Für die qualitative Untersuchung wurde ein Analysemodell entwickelt, das die Strukturmerkmale des Peer Helpings im Markt-Modell mit den motivationalen Grundbedürfnissen der Selbstbestimmungstheorie verbindet. Die Ergebnisse zeigen, dass Peer Helping im unmittelbaren Lernkontext motivationsförderlich wirkt. Insbesondere das Erhalten von Unterstützung geht mit einer höheren situativen Lernmotivation einher. Die qualitativen Befunde verdeutlichen darüber hinaus die Bedeutung von Kompetenzerleben, Anerkennung, Autonomie und Zugehörigkeit für die motivationalen Erfahrungen der Lernenden. Langfristige Effekte auf die allgemeine Lernmotivation konnten hingegen nicht nachgewiesen werden. Die Arbeit leistet einen Beitrag zur Ganztagsschulforschung, zur Anwendung der Selbstbestimmungstheorie im Kontext peer-gestützten Lernens sowie zur Diskussion einer zukunftsorientierten gymnasialen Lehr- und Lernkultur. Die Ergebnisse verdeutlichen, dass Peer Helping ein vielversprechender Ansatz ist, um Motivation, Verantwortung und Gemeinschaft im schulischen Lernen miteinander zu verbinden.