Auswahl der wissenschaftlichen Literatur zum Thema „Felsberg School (Lucerne, Switzerland)“

This article presents one of the digital teaching and learning resources on the website «LEBENGESCHICHTEN – witnesses of genocides» and its trial with secondary school students. In a history project, students analysed video-testimonies of witnesses of the Shoah and other national-socialist crimes and produced their own short video-documentaries. The resources on «LEBENSGESCHICHTEN» are currently being developed by the University of Teacher Education Lucerne and partners from Switzerland, Germany and Austria and are part of the USC Shoah Foundations Website «IWitness». They are freely accessible for teachers and students: https://iwitness.usc.edu/sites/lebensgeschichten.

This paper analyses interactions between a host of a Swiss mountain destination and her guests. The conversations take place in a scenic gondola. The analysis is conducted in the format of an ethnographic case study and focuses on the interactants’ speech style. The case study constitutes a part of a larger, applied and interdisciplinary project of the Business School of the University of Applied Sciences of Lucerne. The aim of the main project is to specify what could be defined as “hospitality” in a touristic context and to develop tools to enhance hospitality at touristic destinations in Central Switzerland. The aim of the present ethnographic case study is to analyse interactions between hosts and their guests. It seeks to find communicative elements which let the guests perceive an inter-action as hospitable and to discuss if generic features of a “hospitable speech style” may be identified.

COVID-19 has affected university assessment procedures on a large scale. This empirical study aims to understand the types of high-stakes exams delivered online at the Lucerne School of Business in Switzerland during the “Corona Semesters” of 2020 and 2021 and the decision-making factors that influenced their implementation. To do so, the authors conducted semi-structured interviews with eight faculty members across a variety of disciplines. Requirements from the exam workflow (preparation, proctoring, grading) were identified and analyzed by course type. Four factors emerged that significantly impacted design and delivery for high-stakes exams online: 1) Digital exam formats significantly impact the nature of exams for procedural subjects such as mathematics; 2) “Group Exams” are not the answer to preventing student collusion on online exams; 3) interrater reliability and low answer variance are considered a central factor for exam quality assurance; 4) second-order effects such as stable wifi and device compatibility will continue to hinder widescale adoption of digital exams. The findings suggest that online exam delivery significantly affects institutional exam practice beyond mere consideration of learning outcomes. The authors conclude by speculating that similar dynamics may have impacted other business schools during their Corona semesters and invite future research on whether the findings from this article can spark discussion and reflection for policy makers in other institutions on post-pandemic legacies.

This paper reports on the 5th Lucerne Law and Economics Conference that took place at the University of Lucerne, Switzerland on the 15th and 16th of April, 2016. The conference, on the topic of “Environmental Law and Economics”, was organized by Prof. Dr. Klaus Mathis, in partnership with Prof. Bruce Huber from Notre Dame University Law School. With the ever-increasing pressure to tackle environmental challenges, the interest in this conference was substantial, with participants from all over Europe and the United States.

AbstractBackgroundThis research paper presents a cross‐sectional study that examinefs the preferences of students for hybrid teaching and learning scenarios. Unlike previous studies that merely describe hybrid scenarios, this research prioritizes them, offering evidence‐based findings for informed policy decisions.MethodsThe data collection method involved eight choice‐based tasks using the conjoint analysis technique conducted with ‘Sawtooth’ software. The study surveyed students at a mid‐sized university across four departments in Central Switzerland. The sample analysed in this article comprised 319 respondents from the Lucerne School of Business.Results and ConclusionsOur survey found that students' own location during a teaching session played a significant role in determining participation preferences, followed by that of the lecturer. Factors that influenced students' preferences whether to attend onsite or online include workload, didactical format, perceived level of difficulty, student residence, and semester. Forms of hybrid collaboration and student–student interaction did not significantly influence student preferences.TakeawaysThe value of this study lies in its evidence‐based findings for specific hybrid scenarios, which can provide useful insights for policymakers in degree programs and faculty in hybrid classrooms. This study is one of only a few to use conjoint analysis with such a high respondent rate to determine student preferences for hybrid attendance.