What factors motivate male and female Generation Z students to become engaged as peer teachers? A mixed-method study among medical and dental students in the gross anatomy course

Peer-teaching is widely established in anatomy teaching and offers well-described advantages. Nevertheless, at Ulm University, Germany, a reduction in the number of peer teacher applicants for the dissection course was observed. This study examined factors related to the attractiveness of a position as a peer teacher for Generation Z students. Participants of the gross anatomy course were asked to evaluate factors influencing the attractiveness of a peer teacher position using a six-point Likert scale. Additionally, open-ended questions were analyzed qualitatively. Sex-specific subgroup analysis was performed comparing students of low and high motivation to apply for a tutorship. Of the 374 students who participated in this study (response rate 53%), 38% stated that they were intending to apply as peer teachers. Data indicated that students displayed intrinsic motivation to apply for a tutorship because of the opportunity to improve their anatomy knowledge and/or their pleasure in teaching. In contrast, extrinsic factors like remuneration of the tutorship and its relevance for their curriculum vitae were least important. Anatomy educators underestimated the demotivating factor of the workload associated with the tutorship and encouraged students less frequently to apply than peer teachers. Only minor sex-specific differences could be identified. Nevertheless, female students were encouraged less frequently to apply than their male peers. In summary, Generation Z students apply as peer teachers because they are enthusiastic about the task. To motivate students to commit to extracurricular activities like a tutorship, anatomy educators should actively encourage students—particularly females—more frequently to apply.     

A framework for assessing market entry opportunities for internet‐based TV

Abstract

The advent of the Internet alleviates the access bottleneck to TV distribution channels and softens licensing requirements. This lowers entry barriers to TV markets via the Internet in various forms. This paper takes the German TV sector as an example to analyse the attractiveness of TV markets for new entrants. A sequential framework for entering TV markets is introduced. The skills set of an Internet‐based TV provider for such an entry is examined. Technical feasibility, legal aspects, and potential sources of revenue are considered.

Potential above average profits due to the market's oligopolistic structure, as well as an increased contestability thanks to lower market entry barriers seem to render the German TV market attractive for new entrants. In early 2002, Internet‐based TV still faced severe technical and legal constraints. The analysis suggests that once these constraints have been overcome, the Internet could be an attractive additional distribution channel for some types of television content. While existing revenue sources from the TV sector are expected to be transferable to a certain degree, the value of innovative revenue sources based on online sales cannot yet be determined. This value will depend on the future acceptance of interactivity by the viewer (e. g. Owen 1999).     

Konsumverhalten von Eventbesuchern der Olympischen Jugend-Winterspiele am Beispiel Innsbruck 2012

The aim of this article is to gain insights into the economic impacts of the Winter Youth Olympic Games (YOG). Taking the example of Innsbruck 2012 (YOG 2012)—the first ever Winter YOG—the economic dimension of the event is comprised by calculating the primary economic impulse as well as the induced economic impulse (total economic effect). For the purpose of this study the region (Tirol) and the period of time (13^th to 22^th January 2012) were chosen.     

Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics,science, and technology

This article presents an overview of the recent literature on gendered patterns of academic choice in mathematics, science, and technology. It distinguishes in this literature micro-level, macro-level, and institutional explanations. Micro-level explanations focus primarily on psychological constructs, that is, variables at the level of the individual students. Macro-level explanations focus primarily on socioeconomic conditions and cultural understandings of gender roles. Institutional explanations focus on design characteristics of (national) education systems. After a presentation of these perspectives and of recent research progress that has been made, the authors critically discuss the lacunae that still exist in explaining cross-national variety, and provide suggestions for designing future research in this field.     

Doctoral Studies and Public Policies Affecting the Labour Market for Ph.D.s in Norway and Sweden

If the number of doctorates were only a function of the number of professors, Sweden should be expected to excel Norway by a factor of 1.5‐2. This figure is actually 8‐10 times as high for those faculties in which Sweden requires a Ph.D. for high‐school lecturers. Within Sweden, there is also a systematic covariation over time between the examination of doctors and the number of new positions filled as lecturers. Thus, the merit‐value of doctorates for Swedish higher education has been of great importance for the development of Swedish research in certain fields.