Dr. Stefan Büchele

Stefan Büchele is lecturer at the Department of Economics/Institute of Economics, Unit: Quantitative Methods and researcher at INCHER. In this function, he is co-project leader in the project "ProWipU - Promovierte der Wirtschaftswissenschaften an privaten Universitäten im Vergleich’ and a member of the research team of thr accompanying research for the BMBF programme line T!Raum - TransferRäume für die Zukunft von Regionen as well as of the DFG research group ‘Multiple Competition in the Higher Education System’ (Prof. Guido Bünstorf project).

In addition to other project activities, he previously supported Professor Guido Bünstorf as part of his membership of the Commission of Experts for Research and Innovation (EFI) - this included research, data analysis and reporting for the EFI report to the Federal Government.

Stefan Büchele completed his doctorate in economics (magna cum laude) at the University of Kassel in 2020. The title of his dissertation is: Students' Performance in an Economic Study Programme: Investigating the Effectiveness of Math Remediation, Lectures, and Tutorials.

In peer reviewed journals

Büchele, S. & Feiste, L. (2024). Exploring determinants of engagement with voluntary mathematics assignments in economics education: a correlational study. Teaching Mathematics and its Applications: An International Journal of the IMA. DOI: https://doi.org/10.1093/teamat/hrae016

Büchele, S. & Schürmann, M. (2023). Causal evidence of the effect of a course specific mathematical learning and support center on economics students’ performance and affective variables. Studies in Higher Education, online first. DOI: 10.1080/03075079.2023.2271029

Büchele, S. (2023). Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics. Assessment and Evaluation in Higher Education, online first. DOI: https://doi.org/10.1080/02602938.2023.2230387

Büchele, S. & Feudel, F. (2023). Changes in Students’ Mathematical Competencies at the Beginning of Higher Education Within the Last Decade at a German University. Int J of Sci and Math Educ, online first. DOI: https://doi.org/10.1007/s10763-022-10350-x .

Büchele, S., Berndt, S. & Felix, A. (2022). Voluntary math remediation for STEM and economics disciplines – who is attending at all? Evidence from Germany. European Journal of Higher Education, online first. DOI: https://doi.org/10.1080/21568235.2022.2118148 .

Büchele, S., Liebendörfer, M. & Lankeit, E. (2021). Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university. Teaching Mathematics and its Applications, 40(4), 478–496. DOI: https://doi.org/10.1093/teamat/hrab013 .

Büchele, S. (2021). Evaluating the link between performance and attendance in higher education: the role of classroom engagement dimensions. Assessment and Evaluation in Higher Education, 46(1), 132-150. DOI: https://doi.org/10.1080/02602938.2020.1754330 .

Büchele, S. (2020). Bridging the gap – How effective are remedial math courses in Germany? Studies in Educational Evaluation, 64, 100832. DOI: doi.org/10.1016/j.stueduc.2019.100832 .

Büchele, S. (2020). Should we trust math preparatory courses? An empirical analysis on the impact of students' participation and attendance and on short- and medium-term effects. Economic Analysis and Policy, 66, 154-167. DOI:https://doi.org/10.1016/j.eap.2020.04.002 .

Other publications

Büchele, S. et. al. (2025): New Players, different Output? A longitudinal Analysis of Research Dynamics at German public and private Universities. Marburg (Joint Discussion Paper Series in Economics, No. 06-2025)

Büchele, S. et al. (2024). Commissioned project evaluations of research and innovation policy in Germany: A review, Studien zum deutschen Innovationssystem, No. 11-2024, Expertenkommission Forschung und Innovation (EFI), Berlin.

Büchele S. & Voßkamp R. (2021). Wirkungsevaluation von mathematikpropädeutischen Maßnahmen in den Wirtschaftswissenschaften. Tagungsband Perspektiven für Studierenden-Erfolg. Gelingensbedingungen, Stolpersteine und Wirkung von Maßnahmen.  https://doi.org/10.26204/KLUEDO/6418 .

Büchele, S. (2020). Students' Performance in an Economic Study Program: Investigating the Effectiveness of Math Remediation, Lectures, and Tutorials. Universität Kassel. Dissertation.

Büchele S. (2020). Selbsteinschätzung und Noten – Prädiktoren für mathematische Leistungen. Beiträge zum Mathematikunterricht 2020, 193-196.

Büchele, S. (2019). Wie nachhaltig sind Mathematikvorkurse in wirtschaftswissenschaftlichen Studiengängen? Eine Analyse zur Anwesenheit der Studierenden und zu den mittelfristigen Effekten. Beiträge zum Mathematikunterricht 2019, 1039-1042.

Büchele, S. (2018). Kurz- und mittelfristige Wirkungsevaluationen von mathematischen Vor- und Brückenkursen im wirtschaftswissenschaftlichen Grundstudium. Eine kausale Analyse mit ökonometrischen Methoden. Beiträge zum Mathematikunterricht 2018, 381-384.

Büchele, S. & Voßkamp, R. (2018). Zielgruppenspezifische Tutorien. Mimeo. Kassel.