Influences on the success of trainings for academics in higher education: A reanalysis of evaluation data from trainings in higher education

University teachers can improve their teaching skills by attending trainings in higher education. However, little is known about the factors which influence the success of such trainings (Neumann, 2006). In the current study, we conducted multilevel analyses on evaluation data from 14 higher education courses in order to identify factors that explain the self-reported learning success of the participants. We found that methodological quality, transfer orientation, and appropriateness of requirements correlate with the success indicators examined. Contrary to theoretical expectations, other factors showed no significant correlations. However, this may be due to ceiling or saturation effects.