| Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education KJ Herrmann, A Bager-Elsborg, V McCune Higher Education 74, 385-400, 2017 | 96 | 2017 |
| Measuring perceptions of the learning environment and approaches to learning: validation of the learn questionnaire KJ Herrmann, A Bager-Elsborg, A Parpala Scandinavian Journal of Educational Research 61 (5), 526-539, 2017 | 73 | 2017 |
| Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis KJ Herrmann, V McCune, A Bager-Elsborg Högre utbildning 7 (1), 29-42, 2017 | 53 | 2017 |
| Detecting the variability in student learning in different disciplines—a person-oriented approach A Parpala, M Mattsson, KJ Herrmann, A Bager-Elsborg, T Hailikari Scandinavian Journal of Educational Research 66 (6), 1020-1037, 2022 | 27 | 2022 |
| How lecturers’ understanding of change is embedded in disciplinary practices: a multiple case study A Bager-Elsborg Higher Education 76, 195-212, 2018 | 21 | 2018 |
| Discipline context shapes meaningful teaching: a case study of academic law A Bager-Elsborg Journal of Further and Higher Education 43 (4), 508-520, 2019 | 18 | 2019 |
| Are leavers different from stayers? Dropout and students’ perceptions of the teaching–learning environment A Bager-Elsborg, KJ Herrmann, R Troelsen, L Ulriksen Uniped 42 (2), 139-156, 2019 | 17 | 2019 |
| Establishing a method for analysing metaphors in higher education teaching: a case from business management teaching A Bager-Elsborg, L Greve Higher Education Research & Development 38 (7), 1329-1342, 2019 | 14 | 2019 |
| Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis. Högre utbildning, 7 (1), 29-42 KJ Herrmann, V McCune, A Bager-Elsborg | 10 | 2017 |
| Med tvivlen som følgesvend: En analyse af omfang af og kilder til studietvivl blandt studerende KJ Herrmann, R Troelsen, A Bager-Elsborg Dansk Universitetspædagogisk Tidsskrift 10 (19), 56-71, 2015 | 9 | 2015 |
| Cut it up and put it back together: Cut-up and collage as tools to overcome academic deadlock A Bager-Elsborg, D Loads Journal of Perspectives in Applied Academic Practice| Vol 4 (1), 2016 | 5 | 2016 |
| Hvordan begrunder undervisere deres praksis? Et interviewstudie med undervisere fra to fagmiljøer A Bager-Elsborg Dansk Universitetspædagogisk Tidsskrift 12 (22), 2017 | 4 | 2017 |
| Effektiv holdundervisning: en håndbog for nye undervisere på universitetsniveau KJ Herrmann, A Bager-Elsborg Samfundslitteratur, 2014 | 4 | 2014 |
| Kan videregående uddannelser mindske frafald ved hjælp af læringsteknologi? Et systematisk review MH Stenalt, B Lassesen, DS Rossen, A Bager-Elsborg Dansk Universitetspaedagogisk Tidsskrift 14 (26), 82-102, 2019 | 3 | 2019 |
| Kvalitet i Ph. d-forløb 2017: Hovedrapport for Aarhus Universitet KJ Herrmann, A Bager-Elsborg, G Wichmann-Hansen Center for Undervisning og Læring, Aarhus School of Business and Social …, 2017 | 3 | 2017 |
| Do learning technologies contribute to reduce student drop-out?-A systematic review B Lassesen, MH Stenalt, DS Rossen, A Bager-Elsborg ASCILITE Publications, 169-177, 2019 | 2 | 2019 |
| Når forberedelse er en pligt, og undervisningen er et privilegium: et casestudie af universitetsstuderendes forberedelsespraksis KJ Herrmann, A Bager-Elsborg Dansk Universitetspædagogisk Tidsskrift 13 (24), 37-54, 2018 | 2 | 2018 |
| Trives ph. d.-studerende bedre med en fast vejlederhånd? En undersøgelse af fagforskelle i styring og trivsel G Wichmann-Hansen, KJ Herrmann, A Bager-Elsborg | 2 | 2018 |
| Mere undervisning, større studieintensitet? En multilevelanalyse af 7.917 studerendes tidsforbrug KJ Herrmann, A Bager-Elsborg, IB Hansen, R Nielsen Dansk Universitetspædagogisk Tidsskrift 10 (18), 35-50, 2015 | 2 | 2015 |
| Understanding University Teaching in Disciplinary Contexts: A qualitative case study among lecturers in two departments A Bager-Elsborg Center for Undervisning og Læring, Aarhus School of Business and Social …, 2017 | 1 | 2017 |
Kim Jesper HerrmannAssociate Professor in Higher Education Research, Aarhus University在 au.dk 的电子邮件经过验证
