Category: Paper (Page 1 of 2)

New Publication: Chapter in “Schlüsselwerke der Netzwerkforschung”

If you are interested in social network analysis and happen to speak German, you should get yourself the newly published “Schlüsselwerke der Netzwerkforschung”. It’s a massive book that contains many short summaries and evaluations of important social network related texts. Find more information at the book’s homepage. I contributed a chapter focusing on Burt (2005): Brokerage and Closure.

By the way: You may also check out my course on social network analysis on udemy. This one is in English. You can get a discount here.


Froehlich, D. E. (2018). Burt (2005): Brokerage & Closure. In B. Holzer & C. Stegbauer (Eds.), Schlüsselwerke der Netzwerkforschung. VS Verlag für Sozialwissenschaften.

Accepted Publication: On the relation between task variety, social informal learning, and employability

The article “On the relation between task variety, social informal learning, and employability” will soon the published in Vocations & Learning (I’ll update you once it is ready).


Fluctuating demands and fast changing job-requirements require organizations to invest in employees so that they are able to take up new tasks. In this respect, fostering employees’ employability is high on the agenda of many organizations. As a prerequisite for creating employability, many scholars have focused on the role of social informal learning. In this study, we extend this perspective and examine the relationships between task variety, social informal learning, and employability. We hypothesized that task variety is a catalyst for social informal learning, which in turn enhances employees’ employability. We contribute empirical evidence for this mechanism. However, while task variety leads to social informal learning and, subsequently, the competences needed for employability, task variety also may have negative direct effects on employability. We discuss the implications of these findings for future research and practice.

Keywords: employability, social informal learning, task variety, workplace learning


Froehlich, D. E., Segers, M. S. R., Beausaert, S. A. J., & Kremer, M. (Forthcoming). On the relation between task-variety, social informal learning, and employability. Vocations and Learning.

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.

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.

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

Call for Chapters: Mixed Methods Approaches to Social Network Analysis

Editorial Team

Dr. Dominik E. Froehlich, University of Vienna
Dr. Martin Rehm, UNU-Merit & PH Weingarten
Prof. Bart Rienties, Open University

Aim of this edited volume

The main objective of this edited volume for Routledge is to establish an informed theoretical and methodological basis for research using Mixed Methods approaches to Social Network Analysis (MMSNA). This objective is achieved through two main innovations. First, the edited volume strives to provide an integrated and cohesive view of the affordances and limitations of integrating mixed-methods research (Creswell, 2014; Hesse-Biber & Johnson, 2015) with social network analysis. We strive to build a bridge that connects these two research communities that draw theoretically, conceptually, and analytically from each other, but that did not always engage in discussions very directly. Second, the edited volume features a wide range of MMSNA topics, ranging from theoretical and methodological discussions to hands-on “tutorials” of how MMSNA may be actually implemented.

Against this backdrop, we invite chapters that address pertinent questions with respect to MMSNA. Chapters can have a theoretical, methodological or empirical focus, or may be a combination of those three. Your final contribution will then be commented on by established mixed methods researchers.

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


Please submit your brief abstract of 200-500 words by 31.10.2017 to Please mention MMSNA in the subject. We will evaluate your proposal based on the responsiveness to the call, scientific merit, the likelihood of successful completion within the timeline, and the fit with other submissions.

Publication of the book is planned for 2019.

Agency at Work: Book published

The book Agency at Work, edited by Michael Goller andSusanna Paloniemi, has been published. It features two contributions from my side:

  • Harwood, J., & Froehlich, D. E. (2017). Proactive Feedback-Seeking, Teaching Performance, and Flourishing Amongst Teachers in an International Primary School. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 425–444). Cham: Springer. doi:10.1007/978-3-319-60943-0_21
  • Damşa, C. I., Froehlich, D. E., & Gegenfurtner, A. (2017). Reflections on Empirical and Methodological Accounts of Agency at Work. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 445–461). Cham: Springer. doi:10.1007/978-3-319-60943-0_22


Harwood, J., & Froehlich, D. E. (2017)

In this chapter, we consider teacher agency as an important concept amongst educators. We investigate individual agency in an educational setting in the form of workplace learning. Specifically, we argue that agentic, proactive feedback-seeking is an important way for teachers to engage in learning. Proactive feedback-seeking is hypothesised to improve both subjective teaching performance and general well-being in terms of flourishing. We present a case study of an international primary school located in Jakarta, Indonesia, that is based on both quantitative and qualitative data. The quantitative analyses revealed that there exists a positive relationship between proactive feedback-seeking and subjective teaching performance. No evidence was found for the hypothesised relationship between proactive feedback-seeking and flourishing in this study. Given these unexpected results, we turned to qualitative data to help better our understanding of the dynamics of proactive feedback-seeking in an educational setting. In the discussion, in which we integrate the results of both streams of research, we point out several contextual elements that most likely inhibited the relationship between proactive feedback-seeking and flourishing whilst providing a list of circumstances and conditions in which the positive relationship between proactive feedback-seeking and subjective teacher performance can be founded on. We then offer implications both for further research and teaching practice.

Damşa, C. I., Froehlich, D. E., & Gegenfurtner, A. (2017)

This chapter provides a reflective account of the studies in Part II of this volume, with a focus on discussing their empirical and methodological contributions to research on agency at work. Agency at work is a crucial component of how individuals engage with work and learning in a way that enables them to develop. Until recently, research on agency at work has had a distinct conceptual stance. These empirical chapters, therefore, provide an important contribution to the literature, by both employing different conceptualisations and examining agency at work in various contexts. In this chapter, we provide some descriptive and reflective accounts of the variety and nature of the empirical work and the methodologies employed based on a framework inspired by conceptual depictions of agency in the literature. Emirbayer and Mische’s (Am J Sociol 103(4):962–1023, 1998) framework that indicates three facets of agency—iterative, practical-evaluative, and projective—has been complemented by characteristics emerging from the analysed studies, indicating the relational versus transformative nature of agency at work. We engage in a discussion on the focus of these studies and operationalisations of agency, the units of analysis, analytical approaches and main findings. We then reflect upon the nature of agency at work and discuss the heterogeneity that is distinctly featured among the studies: Heterogeneity of terms of operationalisations and methodologies employed and also of findings considered defining for agency at work has stood out as an important characteristic of these empirical works. Based on this analysis and reflection, we delineate avenues that may drive the further consolidation of the field. Our reflective account highlights that the studies reviewed have provided an understanding of agency beyond disciplinary boundaries and beyond exclusively individual or collective actions. They reflect the complexity at the empirical level, where agency is expressed in heterogeneous ways and drives actions that trigger further learning processes.


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