Mundt, E. & Hänze, M. (2022). Course characteristics influencing students' oral participation in higher education. Learning Environments Research. doi.org/10.1007/s10984-022-09437-7 (open access).

Fischer, E. & Hänze, M. (2020). How do university teachers' values and beliefs affect their teaching? Educational Psychology, 40(3), 296-317. doi.org/10.1080/01443410.2019.1675867 (open access).

Fischer, E. & Hänze, M. (2019). Back from "guide on the side" to "sage on the stage"? Effects of teacher-guided and student-activating teaching methods on student learning in higher education. International Journal of Educational Research, 95, 26-35. doi.org/10.1016/j.ijer.2019.03.001 (open access).

Fischer, E. & Hänze, M. (2019). Bias hypothesis under scrutiny: Investigating the validity of student assessment of university teaching by means of external observer ratings. Assessment and Evaluation in Higher Education, 44, 772-786. doi.org/10.1080/02602938.2018.1535647 (open access).

Fischer, E. & Hänze, M. (2016). Förderung schriftsprachlicher Kompetenzen durch semesterbegleitendes Feedback zu Studienbeginn [Promoting written language competencies through semester-long feedback at the beginning of the study period]. Zeitschrift für Hochschulentwicklung [Journal of Higher Education Development], 11(2), 63-79. (open access)

Hänze, M., Fischer, E., Schreiber, S., Biehler, R. & Hochmuth, R. (2013). Innovationen in der Hochschullehre: empirische Überprüfung eines Studienprogramms zur Verbesserung von vorlesungsbegleitenden Übungsgruppen in der Mathematik [Innovations in higher education teaching: empirical review of a study program to improve lecture-based practice groups in mathematics]. Zeitschrift für Hochschulentwicklung [Journal of Higher Education Development], 8(4), 89-103. (open access)