Publications

2023

• Buhl-Wiggers, J., la Cour, L., & Kjærgaard, A. L. (2023). Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance. International Journal of Educational Technology in Higher Education, 20(1), 1-19.
  
  
• Buhl-Wiggers, J., Kjærgaard, A., & Munk, K. (2023). A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, 48(1), 151-173.

• Buhl-Wiggers, J., la Cour, L., Franck, M. S., & Kjærgaard, A. (2023). Investigating effects of teachers in flipped classroom: a randomized controlled trial study of classroom level heterogeneity. International Journal of Educational Technology in Higher Education, 20(1), 26.

2022

• Kjærgaard, A., & Meier, F. (2022). Trying out loud: Leadership development as experimentalism. Leadership, 18(3), 383-399.

• Kjærgaard, A., Mikkelsen, E. N., & Buhl-Wiggers, J. (2022). The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education. Management Learning, 1-20.

• Margaryan, A., Albert, J., & Charlton‐Czaplicki, T. (2022). Workplace learning in Crowdwork Questionnaire (WLCQ): Measuring self‐regulated learning and skill development in online platform work. International Journal of Training and Development, 26(3), 495-515.

• Viebig, C. (2022). Blended learning in entrepreneurship education: A systematic literature review. Education + Training, 64(4), 533-558.

2021

• Blasco, M., Kjærgaard, A. & Thomsen, T. (2021). Situationally orchestrated pedagogy: Teacher reflections on positioning as expert, facilitator, and caregiver. Management Learning 52(1), 26–46.

• Margaryan, A., & Hofmeister, H. (2021). The Life Course: An interdisciplinary framework for broadening the scope of research on crowdwork. Human Computation, 8, 43-75.

• Wadhwani, R. D., & Viebig, C. (2021). Social imaginaries of entrepreneurship education: The United States and Germany, 1800–2020. Academy of Management Learning & Education, 20(3), 342-360.

2020

• Kogut, M., Sørensen Thaning, M., & Birksted, N. (2020). Intellectual emancipation as minimal humanism–The relevance of Jacques Rancière in business school teaching. Management Learning, 52(2), 165-187.

2019

• Margaryan, A. (2019). Comparing crowdworkers’ and conventional knowledge workers’ self-regulated learning strategies in the workplace. Human Computation, 6, 83-97.

• Margaryan, A. (2019). Workplace learning in crowdwork: Comparing microworkers’ and online freelancers’ practices. Journal of Workplace Learning, 31(4), 250-273.

Books and book chapters

• Kjærgaard, A., Uth Thomsen, T. & von Wallpach, S. (2021). Transformations towards blended learning: Key issues to address. In Handbook of Teaching and Learning at Business Schools: A Practice-based Approach. Thomsen, T. U., Lindgreen, A., Kjærgaard, A., Rosier, E. & Tuncdogan, A. (eds.). Cheltenham: Edward Elgar Publishing (pp. 115–122).

• Wall T., Robinson S., Callahan J., Elliott, C., Padan, T., Kjærgaard, A., Blasco, M., Bergmann, R. (2021). Micro-activism and Wellbeing: 1,000s of Snowflakes and the Potential Avalanche. In The SAGE handbook of organizational wellbeing. Wall, T., Cooper, C. L., & Brough, P. (Eds.). London: Sage.

2023

• Buhl-Wiggers, J., la Cour, L., & Kjærgaard, A. (2023). The “how” and “when” questions for the effect of a flipped classroom inspired RCT intervention. In P. Linde (Ed.), Symposium i anvendt statistik 2023 (pp. 1-16). Økonomisk Institut. Copenhagen Business School.

2022

• Margaryan, A. (2022). The duality of online labour platforms as restrictive-expansive sites of professional learning and development. Proceedings of the Biannual Conference of the Learning and Professional Development Special Interest Group (PD SIG 14) of the European Association for Research in Learning and Instruction, University of Padeborn, Germany.

2021

• Charlton-Czaplicki, T., & Margaryan, A. (2021). Exploring the role of social media support communities in online freelancers’ learning and skill development. Proceedings of WORK 21 International Conference [online].

• Viebig, Ch. (2021). Reflecting upon equity splits. Proceedings of the United States Association for Small Business and Entrepreneurship Conference (USASBE) [online conference].

• Zambach, S. (2021). Citizen produced visualisations as qualifying the public debate on the COVID-19 pandemic. Proceedings of the ACM Collective Intelligence Conference [online conference].

2019

• Buhl-Wiggers, J., Kjærgaard, A., & la Cour, L. (2019, January 28-30). Fear of the unknown: Student reluctance to engage in blended learning in undergraduate economics. In P. Linde (Ed.) Symposium i anvendt statistik [Symposium in Applied Statistics] (pp. 221-223). Department of Economics, University of Copenhagen and The National Research Center for Work Environment, Copenhagen, Denmark.

• Buhl-Wiggers, J., Kjærgaard, A., & la Cour, L. (2019). Student engagement in blended learning: A study of reluctance to participate. Abstract from 18th biennial conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, North Rhine-Westphalia, Germany.

• Guile, D., Margaryan, A., Krzywdzinski, M., & Meske, Ch. (2019). New modes of digital production: Issues of autonomy, immaterial expertise and crowdwork. International Symposium, Researching Work and Learning 2019 Conference, Giessen, Germany.

• Margaryan, A. (2019). The relationship between the nature of tasks and workplace learning practices in crowdwork. Proceedings of the Researching Work and Learning 2019 Conference, University of Giessen, Germany.

• Pinkerton, L., Brooke, S., Davies, H., Margaryan, A., & Lehdonvirta, V. (2019). Skills formation and skills matching in online platform work. Proceedings of the British Sociological Association Annual Conference 2019, Glasgow, UK.

• Lehdonvirta, V., Margaryan, A., Davies, H., Larke, L., Brooke, S., & Albert, J. (May, 2019). Report on crowdworker interview: Typology and Case studies. Skill formation and skill matching in online platform work: Policies and practices for promoting crowdworkers’ continuous learning. (CrowdLearn) project, Deliverable II.2, Cedefop European Centre for the Development of Vocational Training, Thessaloniki, Greece.

• Lehdonvirta, V., Margaryan, A., Davies, H., Larke, L., & Albert, J. (November, 2019). Skill formation and skill matching in online platform work: Practices and policies to support crowdworkers’ continuous learning. Final report, CrowdLearn project, Cedefop.

• Margaryan, A., Gadiraju, U., & Charlton-Czaplicki, T. (2020). Learning and skill development in online platform work: Comparing microworkers’ and online freelancers’ practices. Cedefop CrowdLearnPlus final project report and policy recommendations, Copenhagen Business School and Delft University of Technology.

• Zambach S., Franck M., Møller Nielsen, M. & Kjærgaard, A. (2020). Survey of educators’ and students’ experiences during the COVID-19 lockdown. Internal report, Copenhagen Business School.

Media Coverage

• Kjærgaard, A., & Buhl-Wiggers, J. (2021, August 31). Blended learning har frigjort tid i undervisningslokalet på CBS. Danmarks Evalueringsinstitut (EVA).

• Margaryan, A. (2022, April 20). Has gig work the potential to develop your professional skills? Interview for Copenhagen Business School “Research that makes a difference” series. Copenhagen Business School.

• Margaryan, A. (2023, January 31). ChatGPT is a powerful tool that students must learn to control – experts weigh in on the future of AI in education. Commentary on implications of generative AI for learning, teaching and skills. CBS Wire.

• Zambach, S., Menéndez-Blanco, M., & Dybdal, M. (2019, Sept 10). How do we promote gender equity in computing? Science Nordic.