Author: Dominik (page 1 of 3)

Call for Abstracts for an edited volume on Analyzing Group Interactions

Aim of this edited volume

The objective of this book is to give a practical overview of different methods applicable to analyze group interactions. Each chapter will focus on a distinct qualitative, quantitative, or mixed methodological approach.

Against this backdrop, we invite abstracts for chapters that address methodological approaches to analyze group interactions.  All chapters of the book will have the same structure and should not be longer than 5000 words, to provide the idea of a practical useful overview.

If you feel unsure about your submission, please get in touch with us to verify the suitability of your project.


Matthias Huber (University of Vienna),

Dominik E. Froehlich (University of Vienna),


Expected Date of Publication: End of 2019

Submission Deadline: End of February 2019

Submit your abstract (200-300 words) by 30.9.2018 here:




New co-authored publication: Combining Multiple Purposes of Mixing Within a Mixed Methods Research Design

A paper I have written with Judith Schoonenboom and Burke Johnson was published this week. It’s open access an you can find it here.


In the mixed methods literature over the past 25 years, purposes of mixing have typically been treated as characteristics of an overall mixed methods design. However, many purposes operate on a within-study basis rather than applying to the entire study. Furthermore, in perhaps the majority of studies, researchers rely on multiple purposes of mixing. For example, an explanatory-sequential design will often include more purposes than just “explanation.” Some purposes are identified at the beginning of the study, and other purposes emerge during the conduct of the study. We demonstrate how multiple purposes are identified and incorporated into a design by examining a published research study (Glewwe, Kremer, & Moulin, 2009). We emphasize that all mixed methods research (MMR) authors need to be explicit about the multiple “mixed methods purposes” operating in a research study. Following this recommendation will help MMR become more sophisticated about mixing and integration, and it will increase the transparency of our research.

Cite as

Schoonenboom, J., Johnson, R. B., & Froehlich, D. E. (2018). Combining Multiple Purposes of Mixing Within a Mixed Methods Research Design. International Journal of Multiple Research Approaches, 10(1), 271–282.

New publication: Non-Technological Learning Environments in a Technological World: Flipping Comes To The Aid

For the first time, I have written about actual (my very own) Higher Ed practice! I turned my design based research project centered on the flipped learning concept (for which I also won the university-wide UNIVie Teaching Award 2018) into an academic publication. It’s open access, so you can check it out yourself. And it is also my first publication available in Spanish!


We live in a world permeated by digital technologies. Still, however, this digitization is not always reflected in the learning environments of higher education institutions, which raises questions about the adequacy of the instructional outcomes. In this paper, I maintain that the concept of the inverted or flipped classroom may be a fruitful path to including learning “hands-on” with technology even in learning environments absent of any technological resources. The rationale for this proposition is that flipped elements transfer the demand for technology from the teaching environment to the student. I report on a design-based research project to put this claim to a first test. The qualitative and quantitative data collected all support the idea that flipped classroom elements may help overcome differences in terms of availability of technology in different learning environments. The implications for universities and higher education teachers are discussed.

Cite as

Froehlich, D.E. (2018). Non-technological Learning Environments in a Technological World: Flipping Comes to the Aid. Journal of New Approaches in Educational Research, 7(2), 88-92. doi: 10.7821/naer.2018.7.304


New publication: Work in progress: the progression of competence-based employability

My paper “Work in progress: the progression of competence-based employability” was just published in Career Development International.


Purpose:  Employability and its components have received a lot of attention from scholars and practitioners. However, little is known about the interrelations between these different components of employability and how employees progress within their employability trajectories. Therefore, a model of such progression was constructed and tested using Van der Heijde and Van der Heijden’s (2006) employability measurement instrument. The paper aims to discuss these issues.

Design/methodology/approach: The propositions were tested empirically by applying a Rasch model using a sample of 167 Austrian business consultants.

Findings: The findings lend some support for the hypothesized progression model of employability. Specifically, the items measuring occupational expertise are largely located in the group of items that were relatively likely to be endorsed. Also, the items of personal flexibility and anticipation and optimization were, in general, less likely to be endorsed than the items of occupational expertise.

Research limitations/implications: The major thrust of this paper is a theoretical one. However, the empirical demonstration tentatively supports the proposed model, which implies that further, more robust longitudinal research in this direction may be a worthwhile endeavor.

Practical implications: By understanding which competences are important at which stage or across which stages of an individual’s career, career advisors and human resource management professionals can give more targeted advice concerning career management practices.

Originality/value: The present study contributes to the literature by investigating how employees may make progress within their employability trajectories.

Cite as

Froehlich, D. E., Liu, M., & Van der Heijden, B. I. J. M. (2018). Work in Progress: The Progression of Competence-Based Employability. Career Development International, 23(2), 230–244.

Teaching Award

My inverted learning teaching concept for a ungergraduate statistics course at the University of Vienna was awarded with the UNIVIE Teaching Award. The award ceremony takes place on June 13, 17.00 — get in touch if you want to join me.

Upcoming Presentations 2018

Three presentations have just been accepted for 2018:

  • Froehlich, D. E. (2018a). Explanatory sequential research designs on autopilot: Using RMarkdown to increase research efficiency. Demonstration presented at the MMIRA International Conference, Vienna.
  • Froehlich, D. E. (2018b). Mixed Structural Analysis: A new method to inquire into social relationships in “a mixed way.” Paper presented at the MMIRA International Conference, Vienna.
  • Froehlich, D. E. (2018c). Supersize, please: Upgrading qualitative research efficiency using automated quantitative pre-studies. Paper presented at the XXXVIII Sunbelt 2018 Conference, Utrecht.
Get in touch with me to learn more about these research projects (or attend my session at the respective conferences 🙂 ).

New publication: Development and validation of the short-form employability five-factor instrument

A new publication that I co-authored was recently published. In this article, we validated a short version of Van der Heijde and Van der Heijden’s (2006) employability questionnaire.


A 22-item short-form of the 47-item Employability Five-Factor instrument (Van der Heijde & Van der Heijden, 2006; Van der Heijden, De Lange, Demerouti, & Van der Heijde, 2009) was developed and validated across five empirical survey studies. The Short-Form Employability instrument has consistent and acceptable internal consistencies and a similar factor structure across all samples studied. The outcomes favor a five-dimensional operationalization of the employability construct over a one-dimensional higher-order construct, with good discriminant validity of the underlying employability dimensions. Moreover, since the five dimensions of employability all appeared to be significantly related to both objective and subjective career success outcome measures, the predictive validity of the shortened tool is promising. The Short-Form Employability instrument facilitates further scientific HRM and career research without compromising its psychometric qualities.

Full article

Access the full article here.

Cite as

Van der Heijden, B., Notelaers, G., Peters, P., Stoffers, J., De Lange, A., Froehlich, D. E., & Van der Heijde, C. M. (2018). Development and validation of the short-form employability five-factor instrument. Journal of Vocational Behavior.

Previous presentations

Van der Heijden, B. I. J. M., Notelaers, G., Peters, P., Stoffers, J. M. M., De Lange, A. H., Froehlich, D. E., & Van der Heijde, C. M. (2017). Development and Validation of the Short-Form Employability Five-Factor Instrument. In Paper presented at the EAWOP 2017. Dublin.

New Online Course on Statistics in PSPP/PSPPIRE [in German]

My new online course on Statistics in PSPP/PSPPIRE has been launched. You can access it here.

New Online Course on Survey Creation [in German]

My new course on Survey Creation with LimeSurvey has been published. Register here to learn about how to create (online) surveys that are both efficient and meaningful.

Call for Papers: Special Issue on Social Networks in Education and Learning

Guest Editorial Team

Dr. Dominik E. Froehlich, University of Vienna

Dr. Jasperina Brouwer, University of Groningen

Aim of this special issue

This special issue proposed to Frontline Learning Research focuses on papers that use social network analysis (SNA) to understand how individuals involved in activities related to education and learning are affected by or use their social networks. We welcome papers that seek to make empirical, methodological, and/or theoretical contributions to our understanding of social networks in the context of learning and education. In that sense, the call is open to a wide variety of submissions. There are only two major requirements: the paper needs to discuss or apply SNA (as a method or a theory) and be related to the field of learning and education.

If you feel unsure about the suitability your submission, please get in touch with us to verify the suitability of your project — just drop us a line at!

Note: Papers with a strong methodological orientation in the domain of mixed-methods should better be submitted to a parallel call for chapters in an edited volume about mixed approaches to social network analysis. You can find this call here:

Submit your proposal

Please submit a proposal (max. 1,500 words including references) to by 01.12.2017. Your proposal will be evaluated using the following criteria:

  • Responsiveness to the call
  • Applicability to the journal’s scope
  • Scientific merit (e.g., research design, sample, analyses)
  • Likelihood of successful completion within timeline
  • Fit with other submissions
Older posts