Competence Measurement Instruments Professors and Supervisors in Germany

Arndt BüssingView profile

Professor

Witten/Herdecke UniversityGermany

Prof. Dr. Arndt Büssing is a full Professor holding the Chair of Medical Theory, Integrative and Anthroposophic Medicine within the Faculty of Health at the University of Witten/Herdecke. His specific professorship focuses on "Quality of Life, Spirituality, and Coping". His research centers on scientifically grounding integrative medicine, particularly mind-body approaches, within patient-centered healthcare. His primary research themes investigate: Spirituality as a Resource & Spiritual Needs: Focusing on the assessment and multidisciplinary support of spiritual needs in chronically ill, elderly, and young individuals, often neglected in healthcare. Projects include developing standardized tools (e.g., SpNQ, GrAw-7, ENS), exploring spiritual dryness, and implementing spiritual care competencies (e.g., the SpECi project for end-of-life care). Non-pharmacological Interventions: Evaluating the impact of practices like meditation, yoga, and eurythmy therapy on disease coping, recovery resources, quality of life, and symptom management in chronic illness, particularly through clinical studies. The overarching goal is interprofessional research into salutogenic resources and coping strategies enabling patients to actively manage life despite illness. Analysis of his extensive publication record (over 200 articles listed, 15 most recent extracted) reveals consistent themes: A strong focus on the interplay between spirituality, religiosity, and health outcomes across diverse populations (chronic illness, cancer, infertility, caregivers, LGBTQI+, religious communities). Rigorous development and validation of instruments to measure spiritual needs, dryness, awe/gratitude, and care competencies. Investigation of non-pharmacological interventions (yoga, meditation, nature exposure) for well-being. Significant contributions to understanding the psychosocial and spiritual impact of the COVID-19 pandemic . A cross-cultural perspective , with studies conducted in Germany, Iran, Brazil, Pakistan, Israel, Poland, and others. No specific scientific awards, prizes, fellowships, or supervised students are explicitly mentioned in the provided text. Similarly, no email addresses are listed.

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Begüm ArvanehView profile

Researcher

Technical University of MunichGermany

Begüm Arvaneh is a Scientific Associate at the Chair of Teaching and Learning with Digital Media within the TUM School of Education , Technical University of Munich . She holds a B.Ed. in Science Education (Biology/Chemistry) and an M.Ed. in Research on Teaching and Learning from TUM. Her work focuses on digital media in education , self-regulated learning , and reflection competence in teaching. University: Technical University of Munich School: TUM School of Education Department: Chair of Teaching and Learning with Digital Media Academic Rank: Researcher Her research explores how digital tools enhance instructional quality in biology and mathematics, with recent work analyzing classroom dynamics and AI applications. Publications include instruments for self-regulated learning and teacher training guides for digital media integration. She contributes to the DigitUS project , focusing on learning communities and multiplier materials . Key trends in her 15 most recent articles span digital media integration , metacognitive strategies , cross-cultural educational studies , and AI in teaching . Collaborative works highlight partnerships with Maria Bannert and Sebastian Reith on projects like DigitUS.

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Andreas KraitzekView profile

Researcher

Technical University of MunichGermany

Andreas Kraitzek, M.Sc. , is a scientific assistant at the Professorship for Business Education (Prof. Dr. Manuel Förster) within the TUM School of Social Sciences and Technology at the Technical University of Munich since 2020. His work focuses on test development and adaptation, financial literacy, measurement of economic competencies, stress management in education and professions, empirical learning research, and eye-tracking technologies. Education: Bachelor of Science in Business Administration (Focus: Business Education), Zweitfach: English and American Studies Master of Science in Business Education, Zweitfach: English and American Studies Research Projects: Doctoral project: Development of instruments to assess and promote financial literacy in young learners EVerFit, EuroTeQ, DigiChalWi@ViFoNet, and contributions to the Financial Literacy Research Network Additional Roles: Test leader at IEA Hamburg (E-TIMSS, BerO data collection) Collaboration with schools and companies under TUM’s University School Concept

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Eva Julia LohseView profile

Professor

University of BayreuthGermany

Professor Eva Julia Lohse holds the Chair of Public Law III at the University of Bayreuth's Faculty of Law and Economics since winter semester 2016/17. Previously, she served as an acting professor at universities in Augsburg and Freiburg during 2015/2016. Her academic career includes research positions at Albert-Ludwigs-Universität Freiburg, Friedrich-Alexander-Universität Erlangen-Nuremberg, and the University of Exeter in the UK. Professor Lohse completed her habilitation in 2015 at Freiburg with the topic "Legal harmonization processes in the European Union. Instruments, mechanisms, and parameters of successful harmonization," followed by her habilitation lecture on "Inclusion in construction law. Impact of the international law requirement of inclusion on German construction and emission control law." She earned her doctorate in 2014 from Erlangen with research on "Controlling educational acquisition in public schools – new forms of action in school law." Professor Lohse's research spans multiple critical areas of contemporary legal scholarship. Her work in European Union law examines the complex processes of legal harmonization across member states, analyzing both theoretical frameworks and practical implementation challenges. In environmental law, she has made significant contributions to understanding participatory rights in environmental decision-making and the legal mechanisms for water protection. Her scholarship in administrative law explores innovative approaches to inclusion, particularly in educational settings and construction law, addressing how international legal requirements translate into national regulatory frameworks. Professor Lohse also investigates constitutional dimensions of climate protection, mobility, and the relationship between fundamental rights and environmental concerns, demonstrating her ability to bridge theoretical legal scholarship with practical governance challenges. Analysis of Professor Lohse's recent publications reveals a strong focus on the intersection of environmental law, constitutional principles, and European integration. Her 2023 work on policy instruments for grassland preservation demonstrates empirical approaches to environmental governance, while her scholarship on reconciling fundamental rights with environmental protection addresses pressing contemporary dilemmas. The influence of the Aarhus Convention on access to justice appears as a recurring theme throughout her environmental law research. Her publications on the constitutional aspects of climate protection and mobility reflect engagement with urgent societal challenges, particularly from a German legal perspective. Professor Lohse's work consistently bridges theoretical legal scholarship with practical governance concerns. Association of German Constitutional Law Teachers (since 2015) Society for Comparative Law (since 2005) Co-founder of the "Forum of Young Legal Scholars" at the University of Erlangen-Nuremberg (2007) Professor Lohse has demonstrated significant editorial leadership through volumes such as "Sustainability Through Participation? Perspectives from National, European and International..." (2023), "Constitutional and administrative law issues of the COVID pandemic in Europe" (2022), and "Best practices for the protection of water by law" (2017). Her contributions to legal education include scholarship on juridical learning strategies and competence training for law students, reflecting her commitment to both research and teaching excellence.

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Jessica RöhnerView profile

Professor

Freiburg University of EducationGermany

Jessica Röhner serves as Professor of Personality Psychology and Psychological Diagnostics at Otto-Friedrich-Universität Bamberg's Faculty of Social Sciences. Her research bridges psychological assessment methodology with contemporary societal challenges through leadership of the Response Bias Research Lab at the ZIAI Center for Artificial Intelligence. Her research focuses on response bias detection , employing a distinctive multimethod approach integrating: Diffusion model analyses of response latencies Machine learning classification of faking patterns Qualitative content analysis of cognitive faking processes Experimental manipulation of frame-of-reference effects Current work examines how intelligence and gender interact to shape faking behaviors in personnel selection contexts, with significant implications for assessment validity. Dr. Röhner's publication record shows consistent output in top-tier journals including Behavior Research Methods and International Journal of Selection and Assessment , with recent emphasis on: Faking strategy taxonomies IAT faking detection limitations AI applications in bias-resistant assessment Intersectional analysis of social origin and gender Her research program is supported by substantial funding: DFG grant (2024-2028): €784,000 for multimethod faking analysis Three internal University of Bamberg grants (2023-2025): €127,000 total Prior Equal Opportunities Office funding for faking detection projects As an active member of the Society for Personality and Social Psychology and Association for Psychological Science, she contributes to methodological advancement through tutorials like her 2024 R-based IAT computation guide. Her lab provides structured graduate training emphasizing methodological rigor while fostering intellectual independence through embedded project leadership roles.

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Nicola HäberleView profile

Researcher

Hannover Medical SchoolGermany

Nicola Häberle serves as a Research Associate at the Freiburg Research Center for Occupational Sciences (FFAW GmbH) and pursues her doctoral studies through the ChEG program at Hannover Medical School in cooperation with University of Education Freiburg. Her dual institutional affiliation enables specialized research at the intersection of occupational health and healthcare systems improvement. Her research program centers on organizational health competence with three interconnected pillars: assessment of workplace psychological stressors using tools like COPSOQ, empirical measurement of health literacy implementation in German hospitals, and analysis of pandemic impacts on healthcare organizational capacity. This work bridges public health theory and practical healthcare administration through rigorous quantitative methodologies. Recent publications (2022-2024) demonstrate methodological progression from instrument validation (2022 pretest studies) to nationwide hospital surveys examining organizational health literacy during the COVID-19 pandemic. Her research consistently identifies implementation barriers while proposing actionable frameworks for healthcare quality management. Funded by the ChEG doctoral scholarship, Häberle actively contributes to professional discourse through memberships in the German Society for Medical Sociology (DGMS) and German Network for Health Literacy (DNGK). Her work provides critical evidence for healthcare institutions seeking to operationalize health literacy principles in resource-constrained environments.

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Hermann VeithView profile

Professor

University of GöttingenGermany

Prof. Dr. Hermann Veith is Professor of Pedagogy with a focus on socialization research at the Institute of Educational Science, University of Göttingen. He serves as Head of the Central Institution for Teacher Training (NLF) and Chairman of the Examination Board for the Master of Education program within the Faculty of Social Sciences. His research centers on democratic education and social learning, with emphasis on conceptualizing measurement instruments for adolescent democratic competences. He provides scientific support for school development initiatives in Vorarlberg and Southern Lower Saxony, and evaluates cultural integration projects in educational settings. Veith directs the Teacher Training Network (NLF) and holds significant external roles including membership in the German School Prize preliminary jury, chairmanship of the Support Association for Democratic Action, and leadership in regional teacher training competence centers across Lower Saxony.

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Melanie MisamerView profile

Professor

HAWK University of Applied Sciences and Arts Hildesheim/Holzminden/GöttingenGermany

Melanie Misamer serves as Professor for Methods and Concepts of Social Work in Health Promotion at the Faculty of Engineering and Health, HAWK University of Applied Sciences and Arts (Göttingen Health Campus). Her academic foundation includes a doctorate in Educational Psychology from Technical University of Braunschweig (2012-2018) and Social Work studies at University of Vechta (2006-2011). Her research centers on power sensitivity in social work, developing theoretical frameworks and practical applications through multidimensional power concepts. Key contributions include creating measurement tools for power sensitivity, analyzing power dynamics in healthcare settings, and establishing evidence-based practices for professional conduct. Her work bridges social work theory with healthcare applications, focusing on ethical decision-making and reflective practice. Recent publications reveal strong trends toward quantifying power sensitivity through large-scale studies (n=403 students, n=324 professionals) while developing practical screening tools. Her research spans healthcare social work, interprofessional cooperation, and power dynamics in educational contexts, with increasing emphasis on evidence-based methods and textbook development for professional training. Misamer teaches across multiple programs including Master's in Health and Innovation in Social Work (MA GISA) and Bachelor's in Social Work in Healthcare (BA SAG), covering courses on power-sensitive leadership, social space design, and clinical psychology. Her professional activities include textbook authorship with Kohlhammer Verlag and conducting qualitative interviews with practitioners on power sensitivity implementation.

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Hannes SeifertView profile

Researcher

Friedrich Schiller University JenaGermany

Hannes Seifert is a Research Scientist and Doctoral Student at Friedrich Schiller University Jena's Department of Education within the Faculty of Mathematics and Computer Science, holding a concurrent position at the University of Erfurt's Department of Mathematics Education since 2025. His academic trajectory includes dual teacher certification in Mathematics/Computer Science (2021) and Spanish (2022), with ongoing doctoral research focused on digital competence development for mathematics educators. Seifert's research centers on the integration of digital mathematics tools in classroom instruction, with particular emphasis on assessment frameworks for measuring pre-service teachers' digital competence. His work investigates the application of Computer Algebra Systems (CAS) and Dynamic Geometry Software (DGS) in mathematics education, developing performance-based evaluation methods and reflection instruments to enhance teacher training programs. Current projects include longitudinal studies on technology's impact on professional knowledge development and validation of assessment instruments through the ProfJL² research initiative. Developed performance-based assessment frameworks for digital competence measurement Conducted pilot studies on self-regulation in digital competence acquisition Investigated teacher-student interactions with dynamic geometry systems Analyzed future scenarios for digital technology integration in mathematics education As an active academic contributor, Seifert serves on the Commission of Study Affairs at Jena's Faculty of Mathematics and Computer Science and provides academic advising for teacher training programs. His research outputs demonstrate consistent publication in leading mathematics education venues including the Journal for Didactics of Mathematics and proceedings of the International Group for the Psychology of Mathematics Education. Seifert's professional activities extend to public relations within his faculty and specialized training for dual mainstream school teaching programs at the University of Erfurt. His collaborative work with researchers like Anke Lindmeier demonstrates strong interdisciplinary connections within the mathematics education research community.

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Stefanie RachView profile

Professor

Otto von Guericke University MagdeburgGermany

Professor Stefanie Rach is a Professor of Mathematics Didactics at Otto-von-Guericke University Magdeburg, Faculty of Mathematics, Institute for Algebra and Geometry (IAG). She has held this position since 2018, following her appointment as Junior Professor for Didactics of Mathematics at University of Paderborn (2016-2018). Her academic journey began with teacher training in mathematics and physics at Christian-Albrechts-University of Kiel, where she completed her doctoral dissertation in 2014. Professor Rach's research focuses on teaching and learning processes in the introductory phase of mathematics studies, particularly in teacher education programs. Her work examines the transition from school to university mathematics, mathematical interest and self-concept, entry requirements for mathematics degrees, and the role of representational forms in learning. She leads several significant research projects including Ex2MoMa (modeling with experiments), situational interest in university mathematics (funded by DFG), mathematical knowledge at study entry, and proof comprehension. Her recent publications demonstrate a consistent focus on student motivation, learning processes, and transition challenges in mathematics education. The research shows increasing emphasis on situational interest, modeling with experiments, and the psychological aspects of learning mathematics at the university level. Her work bridges theoretical educational research with practical applications in mathematics instruction. Notable research contributions: Development of instruments measuring mathematical self-concept and interest Analysis of factors influencing student success in university mathematics Investigation of proof comprehension and validation processes Examination of modeling with experiments in mathematics education Research on student dropout from mathematics programs Professor Rach actively supervises bachelor's and master's theses in mathematics education and teaches courses on mathematics didactics. She serves as vice-member of the Transition Commission of DMV-GDM-MNU and is involved in the Center for Teacher Education and Faculty Council at OvGU Magdeburg. Her research is supported by funding from Deutsche Forschungsgemeinschaft and Deutsche Telekom Foundation.

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Melanie Jagla-FrankeView profile

Lecturer

Magdeburg-Stendal University of Applied SciencesGermany

Dr. Melanie Jagla-Franke serves as a Lecturer for Special Tasks in psychodiagnostics & expert opinion technology at the Magdeburg-Stendal University of Applied Sciences within the Department of Applied Human Sciences. Her academic career is complemented by extensive clinical experience, having previously worked as a rehabilitation psychologist at AWO Jerichow specialist hospital and in the health department of Stendal district. Her educational background includes a Diploma and Master's in Rehabilitation Psychology, with continuing education in behavioral therapy, forensic psychology, and sibling specialization. Dr. Jagla-Franke's research focuses on three interconnected areas: sibling support systems for families of chronically ill individuals, psychodiagnostics for people with cognitive disabilities, and disease processing mechanisms in physical and mental illnesses. Analysis of her publication record reveals a strong emphasis on developing and validating psychodiagnostic tools, particularly the Essen Coping Questionnaire (ECQ) and Essen Questionnaire for Disease Processing (EFK). Her work frequently employs mixed-methods approaches, with growing interest in digital health issues such as pathological internet use among students. Recent publications increasingly focus on sibling support interventions and health promotion for individuals with intellectual disabilities. Member of German Society for Medical Psychology (DGMP) Member of European Health Psychology Society (EHPS) Member of Association of German Psychologists (BDP) Member of German Society for Behavioral Therapy (DGVT) Dr. Jagla-Franke maintains an active research agenda with numerous collaborative projects, particularly with Prof. Gabriele Helga Franke. Her work bridges clinical practice and academic research, with practical applications in rehabilitation settings, sibling support programs, and psychodiagnostic assessment. She contributes significantly to the development of standardized assessment tools used in German-speaking clinical psychology practice.

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Margarita Martí RipollView profile

Associate Professor

Max Planck Institute for the Study of Religious and Ethnic DiversityGermany

Margarita Martí Ripoll serves as Senior Associate Professor in the Department of People and Organization Management at Esade Business School, Ramon Llull University. She holds dual appointments in Esade's Institute of Public Management and Governance and teaches across Executive Education, BBA, and Master's programs. Previously, she directed BBA and Part-Time programs at Esade and taught Organizational Psychology at UPC's engineering school and Blanquerna's Psychology Faculty. Her academic credentials include a PhD in Psychology from Blanquerna (Universitat Ramon Llull) and a Licentiate in Philosophy and Educational Sciences (Psychology Section) from Universitat de Barcelona. She further holds a Master's in Organizational Development from GR Institute for Organizational Development & Personnel Management in Israel. Research Focus: Leadership studies with specialization in gender dynamics, team effectiveness, and emotional competency development Methodological Expertise: Complexity theory application, mixed-methods research, and competency-based intervention design Current Projects: EQUAL4EUROPE gender equality standards initiative and continued GLOBE Project collaboration Her publication record shows consistent output since 2011, with recent emphasis on identity politics in gender equality (2025), social identity frameworks (2024), and emotional competency development in higher education (2021-2023). Earlier work focused on organizational leadership motives (2009-2010) and team climate measurement (2014). Martí Ripoll maintains active research funding through European collaborative projects and previously secured national funding from Spain's Carlos III Health Institute. Her consultancy practice in organizational development and executive coaching directly informs her academic work, creating a robust practitioner-scholar synergy. She currently directs key programs in negotiation and persuasive communication at Esade while contributing to Blanquerna's Master's in Human Resources. Her teaching consistently bridges academic theory with executive practice across business, healthcare, and public sector contexts.

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