Managing academic success and the interplay between study conditions and students’ studying abilities

While some authors argue for a narrowly focused definition of study conditions (BURCK & GRENDEL, 2011), others tend to use broader definitions (KREMPKOW, 2009). This paper integrates possible indicators of study conditions and students’ studying abilities into a working model. The working model for academic success management (BISCHOF & LEICHSENRING, 2016) allows for the specification of an institutionally adapted prioritisation, as well as a targeted identification of development potential and its sustainable further development. The usage of the working model is demonstrated via exemplary cases.