The aspect of reflecting and measuring learning progress as well as learning processes isawarded an increasing role in Higher Education of the present. By reflecting activities andprocesses self-regulation and promotion of learning processes is supported especially inUniversity Education. For conducting and simplifying reflection ? among other things ? theinstrument of portfolio-technique is applied at university level. In times of modernization andtechnologisation so-called e-portfolios are used in this context. This thesis deals with both, thebasic idea of e-portfolio-use in Higher Education, as well as with the different forms ofimplementation and how they are put into practice. For this purpose in the consideration of thisthesis, a clear restriction is made on the curricula of business education and development, asreflexive learning enjoys a high priority especially in the field of pedagogical and didacticeducation. (Self-)Reflection is a fundamental condition specifically for business educationprofessionalism. In order to gain new insights on German-speaking and US-Americandepartments of business education and development the author of this thesis conducted a surveywith the main topic of e-portfolios. At the beginning of the thesis a theoretical basis for thesubject e-portfolio is created to then analyze the individual departments through an inductiveapproach in the main part. Thereby the implementation of the e-portfolio at the Department ofBusiness Education and Development at the University of Graz and the accompanying researchare discussed in detail as well the analysis of the findings of the survey among the other departmentsin Austria, Germany, Switzerland and the USA. The thesis ends with a comparison aswell as conclusions on the individual implementations.