Wissenschaftliches Arbeiten und Schreiben. Eine Einführung aus der Perspektive der Wirtschaftswissenschaften, Frankfurt am Main 2022
Available here
Author: christiandecker
Professor and e-learning aficionado
Listening tip “Freifahrt” podcast (in German)
Freifahrt ist der Interviewpodcast zum Thema Mikromobilität rund um Fahrräder, eScooter, Lastenfahrräder und neuen Fahrzeugkonzepten. Hier spricht Sebastian Hofer mit ExpertInnen, UnternehmerInnen, Herstellern, Entscheidern, Enthusiasten und Kritikern über die Zukunft der MobilitätHier erfahrt ihr aus verschiedenen Perspektiven warum das Fahrrad seit 200 Jahren existiert und dennoch weniger Beachtung findet als e-Scooter, welche innerhalb von weniger als zwei Jahren in aller Munde sind. Was wir tun müssen, damit Mikromobilität mehr Beachtung bei der Verkehrsplanung bekommt, das Ganze wirklich nachhaltig wird und wir so in Zukunft in gesünderen und lebenswerteren Städte leben können.
Den Podcast könnt ihr auf Spotify, Apple Podcasts, Deezer und Podigee hören und abonnieren.
Für alle neuen Abonnenten werden 3 x 10 Credits für Dein VOI-Konto verlost. Dafür einfach eine kurze Mail an podcast@freifahrt.org schicken mit der Email, die auch bei dem VOI Konto hinterlegt ist.
In diesem Sinne: Lasst die Haare wehn!
*** English version ***
Freifahrt is the interview podcast on the subject of micro-mobility in connection with bicycles, e-scooters, cargo bikes and new vehicle concepts. Here Sebastian Hofer talks to experts, entrepreneurs, manufacturers, decision makers, enthusiasts and critics about the future of mobility
Here you will learn from different perspectives why the bicycle has been around for 200 years and still receives less attention than e-scooters, which have been on everyone’s lips for less than two years. What we have to do to make sure that micromobility gets more attention in traffic planning, that it becomes really sustainable and that we can live in healthier and more liveable cities in the future.
You can listen and subscribe to the podcast on Spotify, Apple Podcasts, Deezer and Podigee.
For all new subscribers 3 x 10 credits will be raffled off for your VOI account. Just send a short email to podcast@freifahrt.org with the email that is also deposited in your VOI account.
In this sense: Let your hair blow!
Tenth AIM student poster research conference on “Data – The new oil?”
Welcome note 
Poster 
Poster, poster, poster 
The conference team 
Full house 
Academic culture 
Junior researcher 
A happy instructor 
Announcing award winners 
Announcing the keynote speaker 
Prof. Dr. Henning Vöpel 
Focused audience
On Wednesday, 18 December 2019, the „Tenth AIM student poster research conference“ took place at HAW Hamburg. 48 junior researchers enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work.
The posters were developed in the context of the course “Academic research and writing“. The coursework was organised by way of team teaching undertaken by Prof. Dr. Michael Gille and me.
The general topic of the semester was “Data – The new oil?”.
As at any AIM student poster research conference, individual topics addressed a diverse set of aspects. All visitors had the opportunity to study the exhibited posters in a pleasant pre-Christmas atmosphere with jazzy sounds. Given the outstanding quality of the presented work, the instructors awarded four junior researchers with the instructors’ best poster award. Additionally, the audience voted for the audience’s best poster award, which was awarded to another three junior researchers.
Prof. Dr. Henning Vöpel, Director and CEO of the Hamburg Institute of International Economics (HWWI), delivered a keynote speech entitled “Are data the new oil? Digitalization and the new order of the economy”. In addition to general information on the idea and the latest development of the technological leap that leads to masses of data being processed in real time and mobile, he presented thoughts on the exponential growth of storage capacities and the „singularity“, and the transformation of data into a collective resource through artificial intelligence (AI), which will dramatically transform the economy and the society in the near future. The rise of platforms and the substitution of vertically organised industries by hybrid collaborations and the resulting consequences for companies were addressed as well as the change of business models and the impact on labor and education markets. Finally, the implications for international trade and the much-cited globalisation as well as geopolitics were assessed. Thus, questions were dealt with which are of great professional and personal value, especially for international business students. It was therefore not surprising that a lively discussion developed after the presentation. Together with the speaker, the students reflected on the positive and negative implications of digitalisation and the ever-increasing data collecting.
@ Henning: Thank you very much for visiting us!
Additional information:
The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.
For more information on poster conferences in general see my article.
Reflections on evaluations and (critical) feedback
Recently, I have held a number of internal and external higher education workshops.
Due to the suggestions of the participants of the first workshops, I had changed some parts of my concept and was now curious to see how these interventions would be received. Surprisingly for me, those parts that were praised initially were now partially criticized. Also those parts were partially criticized which I had taken up (or changed) due to the wishes of previous participants. On the other hand, parts that I left in the workshop despite criticism from the last time participants were now positively appreciated.
I know these contradictory statements from teaching evaluations of my own courses and lectures at my university:
“It helps that you teach with a headset microphone.” versus “I find it ridiculous and annoying that you teach with a headset microphone.”
“The speed is just right for me” versus “It’s all going way too fast (slow) for me.”
“I find the online units very helpful” versus “I don’t like the online units at all”.
“I think it’s very good how we’re developing the content step by step on the blackboard.” versus “I find it annoying when I don’t get a finished (printed) picture served.”
And so on…
Of course there is a natural dispersion in many aspects of teaching and learning, but especially with polar and conflicting evaluation results one can start to wonder whether one is doing it right or wrong.
What do I personally learn from this?
1) Small group sizes cannot per se convey a representative picture. Each group unfolds a different dynamic, which also results from the interaction of the individual participants. Although this is a truism, we sometimes tend to take criticism personally and/or professionally very seriously. Especially if we have reflected intensively on the instructional design beforehand.
2) It is unlikely that the expectations and needs of all participants can be fully satisfied. Therefore a seemingly unconditional positive feedback should be rather critically questioned. This holds true for the reverse case as well.
3) Diplomatically phrased statements like „I would have wished for…“ indicate individual needs, which do no not have to coincide with the wishes of other participants or the intended learning outcome of the workshop. Each participant has his or her own truth. And this applies to the instructor or coach as well…
Conclusion: Although evaluations and feedback can provide important indications for interventions, the instructor or coach is responsible for a theoretically and conceptually sound workshop concept. Not every criticism or suggestion should lead directly to an intervention.
In other words: Stay true to the intended learning outcome and the corresponding instructional design. Intervene cautiously and not erratically. Do not let yourself be carried away by the wishes of selected participants who speak out loud.
Ninth AIM student poster research conference on “Mobility – Social, political, legal, economic and managerial implications”
The poster gallery 
Gallery walk 
Posters 
Students and posters 
Honouring the learning outcome 
Guest speaker and instructors 
Awarding the awards 
Keynote by Sebastian Hofer 
The Voi e-scooter 
Having fun 
Preparing for test drive 
Applied sciences 🙂
On Wednesday, 19 June 2018, the ninth AIM student poster research conference took place at HAW Hamburg. 31 junior researchers enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work.
The posters were developed in the context of the course “Academic research and writing“. Coursework was organised by way of team teaching undertaken by our librarian Detlev Dannenberg, Prof. Dr. Michael Gille and me.
The general topic of the semester was “Mobility – Social, political, legal, economic and managerial implications”. As always, individual topics addressed a diverse set of aspects. Given the outstanding quality of the presented work, the instructors awarded five students with the instructor’s best poster award: Anna Tessa Aul, Ayke Christian Feindt, Magnus Fielker, Johann Maximilian Mueller and Siran Zhu. Additionally, the audience voted for the students’ best poster award, which was awarded Jens Bohse, Magnus Fielker and Siran Zhu.
Sebastian Hofer, innovation manager at Hochbahn, delivered a keynote speech entitled “Micromobility meets public transport”. In addition to general information on the idea and the latest development of micro-mobility, he presented the cooperation between Hochbahn, Hamburg, and the Scandinavian company Voi, which will test the interlinking of public transport and e-scooters in the Hamburg urban area by means of several pilot projects. After the speech there was an intensive discussion of the presented concept. Together with the speaker, the students reflected on the positive and negative implications of modern mobility concepts. Finally, the students and instructors had the opportunity to test the e-scooter on the long corridor of the university building. For the students, the event was one of the highlights of this semester.
@ Sebastian: Thank you very much for visiting us!
Additional information:
The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.
For more information on poster conferences in general see my article.
Workshop on Scholarship of Teaching and Learning (SoTL) at ExAcT – RWTH Aachen University, 3 June 2019
On 3 June 2019, I held a workshop on Scholarship of Teaching and Learning (SoTL) at ExAcT, RWTH Aachen University in Aachen. Together with eleven participants, mainly research assistants, Ph.D. candidates and postdocs, we were exploring aspects of the SoTL concept. As always, it was interesting to see how the participants approached the concept. SoTL is primarily concerned with the systematic inquiry into teaching and learning of students, but essentially postulates a professional attitude. A conceptual introduction cannot replace a more in-depth examination of the methodological and methodical foundations of teaching and learning research. However, it represents the first step towards a changed view of one’s own actions in academic teaching. Ultimately, I received valuable feedback from the participants to further refine the workshop concept. I am looking forward to return to RWTH Aachen in October.
Eighth AIM student poster research conference on “Digital Disruption – Social, political, legal, economic and managerial implications”
The poster gallery 
More Posters… 
Gallery walk 
Awarding the awards 
Keynote speaker and instructors 
The audience 
Keynote by Peter Kabel 
Keynote presentation 
Focussed audience
On Wednesday, 19 December 2018, the eighth AIM student poster research conference took place at HAW Hamburg. 37 junior researchers enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work.
The general topic of the semester was “Digital Disruption – Social, political, legal, economic and managerial implications”. As always, individual topics addressed a diverse set of aspects. The instructors awarded Gina Camacho, Jenny Saganty and Koen Veldkamp with the instructor’s best poster award. Additionally, students voted for the students’ best poster award, which was awarded to Alexandra Naujoks, Gina Camacho, Lukas Szmigielski and Minh Duc Nguyen as well.
The posters were developed in the context of the course “Academic research and writing“. Coursework was organised by way of team teaching undertaken by our librarian Detlev Dannenberg, Prof. Dr. Michael Gille as well as me.
Peter Kabel, professor for interaction design at HAW Hamburg, delivered a keynote speech on digital disruption entitled “Enjoy the change and surf the wave”. Attendees received an enlightening presentation enriched with personal reflections from the perspective of an Internet pioneer, entrepreneur, design scholar and practitioner. The speech was followed by a lively discussion of selected issues.
@ Peter: Thank you very much for visiting us!
Additional information:
The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.
For more information on poster conferences in general see my article.
New book chapter on academic self-concept in explorative learning designs (in German)
Mucha, A., & Decker, C. (2018).
Das akademische Selbstkonzept als Adventure Capital in explorativen Lernumgebungen. In Problembasiertes Lernen, Projektorientierung, forschendes lernen & beyond: Tagungsband zum 7. Tag der Lehre an der FH St. Pölten am 18.10.2018 (S. 51 – 60). St. Pölten: Fachhochschule St. Pölten.
New article on Internationalisation-at-Home (in German)
New article:
Decker, C., Mucha, A., & Gille, M. (2018).
Organisationale Diversitätsrendite und individuelle Heterogenitätskosten: Internationalisation-at-Home in einem international ausgerichteten Studiengang. In die hochschule. journal für wissenschaft und bildung 1–2, 138-146.
New book chapter on team teaching in e-learning and blended learning settings
Decker, C., & Frielitz, F. (2018).
Team Teaching in E-Learning and Blended Learning Settings. In B. Jansen-Schulz, & T. Tantau (ed.), Excellent Teaching. Principles, Structures and Requirements (p. 291 – 302). Bielefeld: WBV/W. Bertelsmann.
Conference paper on research-based learning (in German)
New article:
Decker, C., & Mucha, A. (2018).
Bridging the Gap: Vom passiven Lesen zum aktiven Forschen.
In N. Neuber, W. Paravicini, & M. Stein (Hrsg.), Schriften zur allgemeinen Hochschuldidaktik Band 3. Forschendes Lernen. The Wider View (S. 201 – 204). Münster: WTM-Verlag.
Seventh AIM student poster research conference on “International Corporate Governance – A Transatlantic Perspective”
On Wednesday, 20 June 2018, the seventh AIM student poster research conference took place at HAW Hamburg. 21 junior researchers enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work.
The general topic of the semester was “International Corporate Governance – A Transatlantic Perspective”. As always, individual topics addressed a diverse set of aspects. The instructors awarded Natalie C. Klein, Natalie Mielczarek, Vanessa Mielczarek and Lars J. P. Kamm with the instructor’s best poster award. Additionally, students voted for the students’ best poster award, which was awarded to Natalie Mielczarek, Vanessa Mielczarek and Lars J. P. Kamm as well.
The posters were developed in the context of the course “Academic research and writing“. Coursework was organised by way of team teaching undertaken by our librarian Detlev Dannenberg, Prof. Dr. Michael Gille, student assistants Dawid Szmigielski and Serhat Akkaya as well as me. Graduate student Philipp Schenk helped to organise the conference.
Dr. jur. Carsten Jungmann, Programme Director Law, Bucerius Law School, Hamburg and Chief Legal Officer, Birkenstock Group, Neustadt (Wied) delivered a keynote speech on “Liability of Board Members for Business Judgements”. Attendees received an enlightening presentation enriched with stochastic reflections from the perspective of a legal scholar and practitioner. The speech was followed by a lively discussion of selected issues.
@ Dr. Jungmann: Thank you very much for visiting us!
Additional information:
The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.
For more information on poster conferences in general see my article.
New publication on research-based learning (in German)
New article:
Decker, C., & Mucha, A. (2018).
Forschendes Lernen lernen. Zu den didaktischen und emotionalen Herausforderungen der Integration von Lernen über, für und durch Forschung.
In die hochschullehre 4, 143 – 160.
Link to article (open access):
New publication on learning without fear and shame (in German)
New article:
Mucha, A., & Decker, C. (2018).
Lernen ohne Angst vor Scham – wie geht das?
In: DUZ. Deutsche Universitätszeitung (2), 69 – 71.
Link to article (restricted access):
New publication on explorative learning settings in higher education (in German)
New article:
Mucha, A., & Decker, C. (2018).
Explorative Lernumgebungen in der Hochschullehre: Eine Zumutung? In: Die Neue Hochschule (1), 28 – 29.
Sixth AIM student poster research conference on “United Nations – Providing Stability in an Unstable World”
Keynote 
Waiting for the keynote 
Prof. Dr. Elvira Rosert 
Attentive audience 
Prof. Dr. Elvira Rosert 
Students and posters 
Instructors’ Best Poster Award 
Instructors’ Best Poster Award 
Instructors’ Best Poster Award 
Students’ Best Poster Award 
Students’ Best Poster Award 
Students’ Best Poster Award
On Wednesday, 10 January 2018, the sixth AIM student poster research conference took place at HAW Hamburg. 32 junior researchers enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work.
The general topic of the semester was “United Nations – Providing Stability in an Unstable World”. Individual topics addressed a diverse set of aspects. The instructors awarded Tom Teubert, Selma Wünsch and Philipp Jakubczyk with the instructor’s best poster award. Additionally, students voted for the students’ best poster award which was awarded to Umut Kaya, Yunus Yürümez and Tooba Shahid.
The posters were developed in the context of the course “Academic research and writing“. Coursework was organised by way of team teaching undertaken by our librarian Detlev Dannenberg and me as well as my student assistants Dawid Szmigielski and Serhat Akkaya.
Prof. Dr. Elvira Rosert, Institut für Friedensforschung und Sicherheitspolitik, Universität Hamburg delivered a keynote speech on “Mediation, Intervention, and Peacekeeping. The United Nations as a Provider of Peace and Security”. Attendees received an insightful and critical analysis from the perspective of a political scientist. The speech was followed by a lively discussion of selected issues.
@ Elvira Rosert: Thank you very much for visiting us!
Additional information:
The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.
For more information on poster conferences in general see my latest article.
New publications on case-based examinations and poster conferences (in German)
Two new articles:
Decker, C. (2017)
Fallbasierte Klausuren. In J. Gerick, A. Sommer, & G. Zimmermann (Hrsg.), Kompetent Prüfungen gestalten: 50 Prüfungsformate für die Hochschullehre (S. 80 – 83). Münster: Waxmann/UTB.
Posterkonferenzen. In J. Gerick, A. Sommer, & G. Zimmermann (Hrsg.), Kompetent Prüfungen gestalten: 50 Prüfungsformate für die Hochschullehre (S. 185 – 188). Münster: Waxmann/UTB.
Kompetent Prüfungen gestalten 
Fallbasierte Klausuren 
Posterkonferenzen
New publication on doctoral studies as explorative learning environments (in German)
New article:
Mucha, A., & Decker, C. (2017)
Der Dissertationsprozess als explorative Lernumgebung: Warum erfolgreiches Promovieren (auch) eine Frage der sozialen Herkunft ist. In: ZDfm. Zeitschrift für Diversitätsforschung und -management 2(2), 29 – 34.
Link to article (restricted access)
New publication on Learning-how-to-learn (in German)
New article:
Mucha, A., Decker, C., & Szmigielski, D. (2017).
Learning-how-to-learn oder Sich selbst eine gute Lehrperson sein. Zu mehr Selbstkompetenz durch Selbstreflexion. In J. Haag, J. Weißenböck, W. Gruber, & C. F. Freisleben-Teutscher (Hrsg.), Deeper Learning – (wie) geht das?!: Tagungsband zum 6. Tag der Lehre an der FH St. Pölten am 19.10.2017 (S. 37 – 47). St. Pölten: Fachhochschule St. Pölten.
New publication on learning styles and instructional design (in German)
New article:
Decker, C., & Mucha, A. (2017).
Der Lernstilansatz als Inspiration für die universitäre Lehre: Theoretische Grundlagen und exemplarische Anwendung. In B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre (Griffmarke A 3.25). Berlin: DUZ.
Conference presentation on research-based learning in corporate finance
On 27 September 2017, Anna Mucha and I presented our findings on a research-based learning intervention at the research conference “Forschendes Lernen – The Wider View” which took place at Wilhelms-Universität Münster. In our presentation entitled “Bridging the Gap – From Passive Reading to Active Research”, we elaborated on an instructional design that was introduced in the Corporate Finance course of the Master of International Business Programme (M. Sc.) at HAW Hamburg. The instructional design consists of five core phases:
Phase 1: Transparent explanation of instructional design to students
Phase 2: Reception and reflection of selected seminal papers of Nobel laureates in groups of two students
Phase 3: Development of a new (own) research question
Phase 4: Exploration of the new problem
Phase 5: Presentation of (i) seminal paper and (ii) own research findings to other course participants
The instructional design helps to overcome the gap between reception of research findings (and underlying methods) on the one hand side and production (derivation) of new research findings (using newly acquired research methods) on the other hand side. Thereby, students are guided from “learning about research” via “learning for research” to “learning through research”.
In 2018, a summary of our findings will be published in the conference proceedings.
Hamburg Teaching Award 2017
Together with Fabian Frielitz, I was awarded the Hamburg Teaching Award 2017 (Hamburger Lehrpreis 2017) for our team teaching efforts in the context of the course “Academic research and writing” (ARAW), which forms part of the degree programme “Foreign Trade / International Management (B.Sc.)” at HAW Hamburg – Hamburg University of Applied Sciences.
First and foremost, I would like to thank my students for the nomination: I feel deeply honoured by your sympathy.
Furthermore, I would like to express my gratitude to my two academic tutors Dawid Szmigielski and Serhat Akkaya as well as to our librarian Detlev Dannenberg for constantly supporting the course. You would have deserved the price as much as we do.
Last but not least, I would like to thank Rita Werner and Stephan Beier for their ongoing support of the ARAW project.
The award highlights a temporary point of culmination of a design-based research project, which started with the development of a completely new course design in 2012 and continued with the introduction of a blended learning scenario in 2014, the competency-based restructuring in 2014/15, the implementation of a dedicated website with video tutorials and the publication of a corresponding textbook and an e-book in 2016.
And yet, the ARAW story goes on. The ARAW team is preparing the next big step, which will be announced soon: Stay tuned!
Fifth AIM student poster research conference on “Risk, crisis and catastrophe management”
On Wednesday, 21 June 2017, the fifth AIM student poster research conference took place at HAW Hamburg. 28 junior researchers enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work.
The general topic of the semester was “Risk, crisis and catastrophe management”. Individual topics addressed a diverse set of aspects (e.g. country risk, kidnapping, piracy, hurricane, compliance, telemedicine, forensics and cyber crime). The instructors awarded Claudia Lange, Rebecca Sabrowsky, Antonio Petrovic and Christian Rohde with the instructor’s best poster award.
The posters were developed in the context of the course “Academic research and writing“. Coursework was organised by way of team teaching undertaken by Dr. Fabian Frielitz, our librarian Detlev Dannenberg and me as well as my student assistants Dawid Szmigielski and Serhat Akkaya.
The conference was framed by a keynote speech on “Global Existential Risks” that was delivered by Dr. Andreas Martin Lisewski, Scientific Fellow, Life Sciences & Chemistry, Jacobs University Bremen. Attendees received an insightful and entertaining presentation from the perspective of a natural scientist, which was followed by a brief discussion of selected issues.
@ Martin: Thank you very much for visiting us!
Additional information:
The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.
For more information on poster conferences in general see my latest article.
New publication on SoTL and agile (dynamic) digital higher education (in German)
New article:
Mucha, A., & Decker, C. (2017).
Scholarship of Teaching and Learning für eine agile digitale Hochschuldidaktik. In Synergie. Fachmagazin für Digitalisierung in der Lehre 3(2), 20 – 23.
Workshop on “Online courses” at Universität zu Lübeck, 12 & 13 June 2017
On 12 and 13 June 2017, I held a workshop on “Online courses in higher education” at Dozierenden-Service-Center (DSC), Universität zu Lübeck. Together with seven participants, I was exploring selected facets of online teaching.
Among others, we did a card assisted brainstorming on identifying characteristics of “online courses”. It still seems to be a challenge to find a consistent idea among a group of informed participants about what characterises an “online course”. Maybe this should not come as a surprise since the term carries many connotations. Moreover, I observed that discussions tend to become more fruitful when moving away from technological aspects while approaching higher education issues (i.e. instructional design aspects).
@ Dr. Bettina Jansen-Schulz: Thank you very much for the invitation and your sympathy and support!
New publication on shame and failure in problem- and research-based learning scenarios (in German)
New article:
Mucha, A. & Decker, C. (2017).
(Die Angst vor) Scheitern und Scham in problemorientierten und forschenden Lehr-/Lernszenarien.
In B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre. Berlin: DUZ.
Especially the last observation leaves room for a further development of the ICM. However, didactical designs based upon an UDL approach require a tremendous amount of resources in terms of time and money if they are individually developed by instructors and/or educational institutions. An alternative might be the use of 
