Analyzing Learning Processes and Distinct Learning Patterns in Higher Education Economics

One aim of higher education is to increase students' knowledge. In a longitudinal panel sample of 748 students of economics, we found different patterns of knowledge development and learning (positive, negative, retained, and zero), which provide us with a more differentiated insight into growth than the overall knowledge test scores and the examination of the difference score. The approaches and implications for practice that can be derived from them are presented in a comparative way.