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The following chapter describes and discusses survey-based findings of students’ perception concerning the acquisition of a third language supported by modern technologies at the university level and provides an overview of research on teaching methodologies. The surveys show that selected reality-based activities not only support students’ language-learning efforts, but also contribute to a more relaxed acquisition of the German language, an important factor of Stephen Krashen’s theory of the lowering of the “Affective Filter,” which stems from 1984. The goal was to find specific technology-enhanced exercises that support the acquisition of the German language, including relatively complex grammatical structures. Although the surveys were conducted among students who took German classes at various levels, the assumption can be made that some aspects of the findings and suggestions are also beneficial for the teaching of other foreign languages.

This chapter investigates the ongoing process of academization within the field of educational therapy in Germany, particularly in the context of the introduction of university degrees in integrative educational therapy and the psychology of learning. The introduction of these degrees brought about transformative changes in the professional landscape. Educational therapists holding such degrees often demonstrate a more advanced understanding of their roles, which is underpinned by thorough university education and the legitimizing influence of their academic titles. Prior to the establishment of these degree programs, the field of educational therapy was notably unregulated, devoid of a protected professional title or a specific qualification. This lack of regulation resulted in a proliferation of varied providers, giving rise to what’s known as the “after-school market” phenomenon. This chapter explores the genesis and institutionalization of degree programs in educational therapy as a path toward professionalizing the field. It reveals the crucial role that professional associations along with scientific experts have played in launching these degree programs. Additionally, it discusses the impact of competition among different approaches to educational therapy within this rapidly evolving landscape.

Large-Scale Assessments in Germany have shown that language-minority students as well as students with special educational needs (SEN) perform significantly less well than language-majority students or students without SEN. This performance gap may be related to a limited accessibility of the tests. One way to test whether assessments allow all students to demonstrate their knowledge in a comparable way is the analysis of differential item functioning (DIF). In this chapter, we evaluate DIF coefficients in order to examine group-specific difficulties in reading comprehension for language-minority students and students with SEN in the German National Educational Assessment.

In the first study, we investigate the assessment of reading literacy of language-minority learners and German monolinguals from low-SES families. We found only a few items with moderate DIF and no items with large DIF. This indicates that the reading assessment was equally valid for second-language learners and German monolingual students.

In our second study, we report about the psychometrically successful development of easy and more accessible reading tasks for students with SEN. Further analyses showed that DIF predominantly occurred in items that captured contents that are not necessarily covered in literacy instruction targeted at students with SEN.

It is almost unbelievable that it is already 11 years ago that our most beloved friend and teacher Anselm Strauss died. In 1999 we had a conference in Magdeburg, Germany, where we tried to commemorate his very personal and creative way of doing sociological research and of teaching sociology that established an almost miraculous bridge to the minds of German and other European social scientists even though Anselm Strauss was very American. He was American in the best sense of using and encouraging creative freedom of expression, of showing witty nonconventionality, of relating in an egalitarian way to his interaction partners, of being empathically cooperative and practical in his thinking and in his personal relationships with his European students and colleagues. Today, instead, I would like to talk a little bit about his longer lasting impact on German-speaking social sciences and on other European social sciences as far as I have insight into them.

In other words, LD can affect the way in which a person takes in, remembers, understands, and expresses information. Typically, a person with LD is of average intelligence, based on his/her intelligence quotient (IQ); however his/her academic performance is different from how they should be able to perform. People with LD are intelligent and have abilities to learn despite difficulties in processing information; however, they require specialized interventions in home, school, community, and workplace settings, appropriate to their individual strengths and needs, including but not limited to (a) specific skill instruction, (b) the development of compensatory strategies, (c) the development of self-advocacy skills, and (d) appropriate accommodation. Typically, a student with mild LD, who is identified and provided learning-disabilities instruction, can enhance his/her academic achievement, however, a student with undetected LD can struggle with low grades, low self-esteem, a loss of interest in higher education, and later reduced employment opportunities as an adult (Burkhardt, Obiakor, & Rotatori, 2004).

An emerging stream of literature has observed that project-based organizations rely increasingly on a network of collaborations originating from the ongoing process of creating and dissolving relationships that bring new project opportunities. Project-based networks are widespread in knowledge-intensive and creative industries, such as life-science and biotechnology, nanotechnology, and software, film, and music industry. This chapter examines the structural characteristics of project-based network-ties in German biotech. We focus on the consequences of local versus international network ties for the innovative success of German biotechnology firms. The findings of our longitudinal event history analysis indicate that the most valuable learning drivers are international research alliances and centrality within the international research network. Surprisingly, we do not find any local effects: neither the density of a local research cluster, nor its diversity or age is of significance. Our results shed new light on the relevance of international linkages for firms that are engaged in project-based learning networks.

EY's audit of German company Wirecard raises many questions about the quality of its audit. The scope and depth of the audit deficiencies have led some to call it: Germany's Enron. The authors review the facts of the case and raise broad-based questions that address EY's audit: what it did wrong, what other steps it might have taken to enhance the audit, and whether it can be characterized as a failed audit. The case provides learning objectives, implementation guidance, and answers to these questions. The authors believe that it can be used at both the undergraduate and graduate levels in courses dealing with accounting ethics, fraud in financial statements, and auditing.

To maintain and enhance innovation performance, many firms nowadays look for resources from external sources such as strategic alliances and regional network embeddedness. While considering the important interdependencies among different alliances, research has established an alliance portfolio perspective. From an alliance portfolio perspective, firms can consciously configure the dimensions of their alliance portfolios such as partner characteristics, relational properties, or structural properties. However, within the context of alliance portfolio configuration, the role of regional networks has been largely overlooked. As most high-tech firms are regionally clustered, this is an important research gap. In addressing this gap, this study explores the link between regional network density, alliance portfolio configuration, and its contribution to firm innovation performance. We examine how regional network density and alliance partner diversity influences firm level innovation output. We also investigate the moderating effect of overall network partner status and partner diversity on the link between regional network density and innovation performance. Our empirical evidence is derived from a longitudinal quantitative study of 1,233 German biotechnology firms. We find that regional network density and alliance partner diversity has an inverted U-shape effect on firm level innovation performance. However, overall network status as well as alliance partner diversity negatively moderates the link between regional network density and innovation output. Thus, our study contributes to a better understanding of the link between regional networks, alliance portfolio configuration, and firm level innovation performance.