Jahncke, H. (2014). Review: K. Baumann, "Man muss schon ein bisschen mit dem Schreiben zurechtkommen" Eine Studie zu den Schreibfähigkeiten von Auszubildenden im unteren beruflichen Ausbildungssegment im Kontext von Ausbildungsreife. berufsbildung, 149, 45.

Feldkamp, D.; Jahncke, H.; Lüllau, C.; Rebmann, K. & Schlömer, T. (2014). The Oldenburg model of vocational education and training for sustainable development (BBNE) and its design in the pilot project for further training as a specialist in renewable energies and energy efficiency (HWK). In W. Kuhlmeier, A. Mohoric & T. Vollmer (Eds.), Vocational education and training for sustainable development (pp. 69-93). Bielefeld: Bertelsmann.

Jahncke, H. (2015). Review: D. Piening & F. Rauner, Costs, benefits and quality of vocational education and training. berufsbildung, 151, 50-51.

Jahncke, H. (2015). bb keyword: Innovate. berufsbildung, 151, 32.

Jahncke, H.; Slopinski, A. & Hüsing, F. (2015). Experiences with portfolio work in study seminars. berufsbildung, 151, 39-41.

Kehl, V. & Jahncke. H. (2015). Cross-phase professionalisation of prospective commercial teachers in Oldenburg. Business and Education, 67(2), 67-72.

Jahncke, H. (2015). Training Assistance Act. In J.-P. Pahl (Ed.), Lexikon Berufsbildung. A reference work for the non-academic and academic sectors (pp. 75-76). Bielefeld: Bertelsmann.

Jahncke, H. (2015). Training place. In J.-P. Pahl (Ed.), Lexikon Berufsbildung. A reference work for the non-academic and academic sectors (pp. 83-84). Bielefeld: Bertelsmann.

Jahncke, H. (2015). Probationary period in the employment system. In J.-P. Pahl (Ed.), Lexikon Berufsbildung. A reference work for the non-academic and academic sectors (pp. 628-629). Bielefeld: Bertelsmann.

Jahncke, H. (2015). Referendariate, Vikariate academic further education for academic appointments in the civil service. In J.-P. Pahl (ed.), Lexikon Berufsbildung. A reference work for the non-academic and academic fields (pp. 659-660). Bielefeld: Bertelsmann.

Jahncke, H. (2015). University. In J.-P. Pahl (Ed.), Lexikon Berufsbildung. A reference work for the non-academic and academic sectors (pp. 767-768). Bielefeld: Bertelsmann.

Jahncke, H. (2015). The portfolio concept as a method for promoting self-reflection processes of prospective teachers. bwp@, 28, 1-24.

Jahncke, H.; Kehl, V. & Kiepe, K. (2016). Development, implementation and evaluation of a conference portfolio. Seminar, 22(1), 82-96.

Jahncke, H.; Kehl, V. & Magh, K. (2016). Development, implementation and evaluation of a cross-phase professionalisation of prospective commercial teachers in Oldenburg. Seminar, 22(1), 67-81.

Rebmann, K.; Schlömer, T.; Feldkamp, D.; Jahncke, H. & Lüllau, C. (2017). The Oldenburg Model of Vocational Education and Training for Sustainable Development. Design within the Model Test "Advanced Training to Become a Renewable Energies/Energy Efficiency Specialist (German Chamber of Crafts)". Journal of Sustainable Development, 10(3), 1-13.

Schlömer, T.; Becker, C.; Jahncke, H.; Kiepe, K.; Wicke, C. & Rebmann, K. (2017). Business model and competence development for sustainable management: A participatory model approach to in-company training. bwp@, 32, 1-20.

Jahncke, H. & Kiepe, K. (2017). Recommendations for action from the use and evaluation of a conference portfolio in teacher education. In J. Seifried; S. Seeber & B. Ziegler (Eds.), Yearbook of Vocational and Business Education Research 2017 (pp. 129-141). Opladen: Budrich.

Jahncke, H.; Porath, J. & Rebmann, K. (2017). Causes for reflection of a competence development portfolio for quality development in the study programme of Vocational and Business Education. Economy and Education, 69(8), 291-297.

Jahncke, H. & Porath, J. (2018). Recommendations for the education of refugees at vocational schools. The vocational school, 70 (2018), 54-59.

Jahncke, H., Porath, J., Rebmann, K., Riebenbauer, E. & Stock, M. (2018). Comparative analysis of two portfolio concepts for the promotion of (self-)reflection skills in Business Education students. die hochschullehre, 4, online at: www.hochschullehre.org/?p=1115.

Becker, C. & Jahncke, H. (2018). The use of case studies in university teacher education. Education and academic appointments, 1, 12-15.

Kiepe, K. & Jahncke, H. (2018). Vocational education and training of the future needs (differently) professionalised trainers. berufsbildung, 171, 43-44.

Jahncke, H.; Berding, F.; Porath, J. & Magh, K. (2018). Influence of feedback on the (self-)reflection of student teachers. die hochschullehre, 4, online at: www.hochschullehre.org/?m=201809.

Berding, F.; Irmscher, M. & Jahncke, H. (2018). Identification of student profiles for didactic concepts in higher education teaching. Journal for Higher Education Development, 13(3), 89-111.

Jahncke, H. & Giese, L. (2018). Dealing with teachers' anxieties in the preparatory service for the teaching profession at vocational schools. The vocational school. Education and academic appointments, 1, 236-241.

Jahncke, H. (2018). How can students be typified in terms of their (self-)reflection skills? Dimension-specific typification of students' (self-)reflection ability using a competence structure and level model. Journal of Vocational and Business Education, 114(3), 363-393.

Berding, F.; Irmscher, M.; Jahncke, H. & Rebmann, K. (2018). Research-based learning in teacher education - anchoring in the framework of a competence development portfolio. The challenge of teacher education, 1, 51-76.

Becker, C.; Jahncke, H. & Küst. C. (2018). An overview of social megatrends and exemplary challenges and implications for vocational education and training. berufsbildung, 174, 4-43.

Jahncke, H. & Berding, F. (2019). How can (self-)reflection be guided? First methodological considerations. Education and academic appointments, 2, 12-17.

Jahncke, H. (2019). (Self-)reflection skills - modelling, differentiation and promotion by means of a competence development portfolio. Munich: Hampp.

Krieger, D.; Berding, F.; Jahncke, H. & Rebmann, K. (2019). Career choice motives of prospective Business Education students - An update. Journal of Vocational and Business Education, 115(2), 254-285.

Jahncke, H. & Berding, F. (2019). Student teachers' prior experiences with the portfolio method. Education and academic appointments, 2, 210-214.

Kiepe, K.; Wicke, C.; Reichel, J.; Schlömer, T.; Becker, C.; Jahncke, H. & Rebmann, K. (2019). Business model and competence development for sustainable management - Handbook and training concept for in-company personnel development. Berlin: Logos.

Schlömer, T.; Berding, F.; Jahncke, H.; Becker, C.; Kiepe, K.; Wicke, C. & Rebmann, K. (2019). The didactic-methodological and professional self-image of in-company training personnel in the field of sustainable management. Journal of Vocational and Business Education, 115(3), 486-515.

Berding, F. & Jahncke. H. (2019). Bookkeeping - Do vouchers really contribute to simpler bookkeeping lessons? Education and academic appointments, 2, 286-291.

Berding, F. & Jahncke, H. (2019). Application, use and limits of observation sheets as a tool for professionalisation in higher education. die hochschullehre, 5, online at: www.hochschullehre.org/?p=1489.

Wicke, C.; Kiepe, K.; Reichel, J.; Becker, C.; Jahncke, H.; Rebmann, K. & Schlömer. T. (2019). Business model and competence development for sustainable business - self-learning materials for training staff and apprentices. Bonn: Federal Institute for Vocational Education and Training.

Logemann, S.; Albers, K.; Jahncke, H.; Berding, F. & Rebmann, K. (2020). The importance of social media in the career choice decisions of young people at partially qualifying vocational schools (business) using the example of Instagram. Journal for Vocational and Business Education.

Berding, F. & Jahncke, H. (2020). Interactive worksheets - Dynamic and interactive worksheets - the teaching material of the future? Education and academic appointments, 3, 177-184.

Jahncke, H.; Berding. F.; Rebmann, K.; Alber, K. & Logemann, S. (2020). Influencer phenomenon. Hobby, job, work or academic appointment? Education and academic appointments, 3, 133-138.

Berding, F.; Dreisiebner, G.; Jahncke, H.; Slepcevic-Zach, P. & Porath, J. (2020): Occupational portrayals in popular youth series. A video-analytical approach to a volatile field of research. bwp@, 38, 1-25

Berding, F. & Jahncke, H. (2020). The role of basic conceptions in teaching-learning processes in accounting classes - A multi-level analysis of teachers' beliefs and learners' basic conceptions, motivation, modelling ability and grades. In F. Berding, H. Jahncke & A. Slopinski (Eds.), Modern accounting teaching 2020. Status quo and developments from a scientific and practical perspective (pp. 225-256). Wiesbaden: Springer.

Berding, F.; Jahncke, H. & Albersmann, M. (2020). Dynamic and interactive worksheets in accounting lessons. An impact study in a control group design. In F. Berding, H. Jahncke & A. Slopinski (Eds.), Modern accounting teaching 2020. Status quo and developments from a scientific and practical perspective (pp. 275-315). Wiesbaden: Springer.

Berding, F.; Jahncke, H. & Slopinski, A. (2020). Digitalisation as a driver of reforms in accounting education. An introduction to the anthology. In F. Berding, H. Jahncke & A. Slopinski (Eds.), Modern accounting education 2020. Status quo and developments from a scientific and practical perspective (pp. 1-8). Wiesbaden: Springer.

Jahncke, H.; Berding, F.; Porath, J. & Steib, C. (2020). Occupational portrayals in early evening series between 1990 and 2018 as sources of information about academic appointments. In. E. Wittmann, D. Frommberger & U. Weyland (Eds.), Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2020 (pp. 131-149). Opladen: Budrich.

Berding, F.; Jahncke, H. & Rebmann, K. (2021). Influence of teacher beliefs on the design of learning tasks. In. K. Beck & F. Oser (Eds.), Results and problems of vocational training research - Festschrift for Susanne Weber (pp. 101-12). Bielefeld: wbv.

Schlömer, T.; Reichel, J.; Becker, C.; Jahncke, H.; Kiepe, K.; Wicke, C. & Rebmann, K. (2021). Findings, approach and instruments for linking sustainable corporate management and personnel development. The GEKONAWI pilot project: Business model and competence development for sustainable management in retail. In C. Melzig, W. Kuhlmeier, S. & Kretschmer (Eds.), Vocational education and training for sustainable development: The pilot projects 2015-2019 on the way from project to structure (pp. 108-131). Bonn: BIBB.

Berding, F.; Jahncke, H. & Holt, K. (2021). A simulation study for the application of supervised machine learning for content analyses using the example of basic ideas and (self-)reflection competence. In S. Seufert, J. Guggemos, D. Ifenthaler, H. Ertl & J. Seifried (Eds.), Artificial intelligence in vocational education and training (pp. 237-293). Stuttgart: Franz Steiner Verlag.

Klein, J.; Küst, C.; Jahncke, H. & Berding, F. (2021). Sustainability in banking - How a global trend is changing the requirements for banks and forcing business model innovation. In. C. Michaelis & F. Berding (eds.), Vocational education and training for sustainable development. Bielefeld: wbv.

Berding, F.; Stütz, S.; Jahncke, H.; Holdt, K. Deters, C. & Schnieders M.T. (2021). Basic conceptions of secondary school pupils and students and their influence on learning processes and learning success. Journal of Vocational and Business Education, 117(4), 560-629.

Berding, F.; Jahncke H.; Adam, Y.; Akman, G. Allkemper, I. Frommberger, D.; Kehl, V. & Rebmann, K. (2022. A test for the educational science and (subject) didactic knowledge of prospective teachers for vocational schools. Project reports and materials on Vocational and Business Education, Issue 39

Langewand, D.; Berding, F.; Rebman, K. & Jahncke, H. (2022). Oral performance - diagnosis, assessment and evaluation of oral performance at vocational schools. Bildung und Beruf', 5, 93 - 96.

Jahncke, H.; Slopinski, A.; Schwarz, M. & Frommenkord, M. (2022). Medienkompetenz - Projekt Rockid.ONe - Die nächste Generation auf Herausforderungen der Zukunft vorbereiten. Education and academic appointments, 5, 222-224.

Jahncke, H. & Bleckwehl, J. (2023). Teachers in the media - The media representation of the teaching profession in films - A video-analytical study on the stereotypical teacher image and the required teacher competences. Education and Academic Appointments, 6, 86-92

Panschar, M. & Jahncke, H. (2023). Using simulation games in the first phase of teacher training for vocational schools. Journal for Higher Education Development, 18(2), 79-94

Akman, G.; Jahncke, H.; Kehl, V.; Panschar, M.; Rebmann, K.; Saathoff, H.; Slopinski, A.; Steib, C. & Wilk, S. (2024). University of Oldenburg. Brief characteristics of the location. In S. Lange, C. Porcher & K. Trampe (Eds.), Handbuch Standorte beruflicher Lehrkräftebildung in Deutschland (pp. 379-382). Bielefeld: wbv.

Akman, G.; Jahncke, H.; Kehl, V.; Panschar, M.; Rebmann, K.; Saathoff, H.; Slopinski, A.; Steib, C. & Wilk, S. (2024). University of Oldenburg. News from the training of prospective teachers for vocational schools in the academic specialisation of economics at the University of Oldenburg. In S. Lange, C. Porcher & K. Trampe (Eds.), Handbook of locations of academic teacher education in Germany (pp. 383-395). Bielefeld: wbv.

Rebmann, K.; Berding, F. & Jahncke, H. (2025). Epistemic beliefs of (prospective) teachers at vocational schools and their significance for professional behaviour. A literature review of the empirical state of research in German-speaking countries. Journal of Vocational and Business Education, Supplement 34, 247-277.

Niessner, M. & Jahncke, H. (2025). Promotion of career choice competence. Bildung und Beruf, 8, 17-23.