@inproceedings{Fohrmann2020, author = {Fohrmann, Oliver}, title = {Wirtschaft als geldbeglaubigende Erz{\"a}hlung}, series = {Erz{\"a}hltes Geld: Finanzm{\"a}rkte und Krisen in Literatur, Filme und Medien / Hrsg. Karsten Becker}, booktitle = {Erz{\"a}hltes Geld: Finanzm{\"a}rkte und Krisen in Literatur, Filme und Medien / Hrsg. Karsten Becker}, publisher = {K{\"o}nigshausen \& Neumann}, address = {W{\"u}rzburg}, isbn = {978-3-8260-6930-7}, year = {2020}, language = {de} } @inproceedings{LippoldRachFritsch2020, author = {Lippold, Susanne and Rach, Jutta and Fritsch, Andreas}, title = {Study programme development - Building a bridge between tradition and innovation - An unusal approach}, series = {Learning \& Teaching Forum Utrecht}, booktitle = {Learning \& Teaching Forum Utrecht}, publisher = {European University Association (EUA)}, issn = {2593-9602}, doi = {10.25974/fhms-11720}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:836-opus-117209}, year = {2020}, abstract = {Study programme development is one of the most challenging processes at universities since all faculty is involved. And in our experience, the redesign of already existing programmes seems to be even more difficult: Whereas innovative forces want to pick up new trends (e.g. digitalisation or other new teaching concepts) more conservative forces emphasises on values and refer to existing experience. Both positions are important and contextually right. Thus, the presented format provides a gradual framework to bridge the gap between both sides in an interactive and creative process. Both sides are invited to negotiate the best possible result by using an unusual approach for university discussions, the benefit analysis method known e.g. from economics. After the negotiating activity, it should be obvious that a change of perspective is also helpful, if not necessary, to create a new or updated study programme. The practiced approach helps as well to recognise which limits for study programme development remain when visionary ideas are measured against reality.}, language = {en} } @inproceedings{BuchholzKappel2020, author = {Buchholz, Wolfgang and Kappel, Antonia}, title = {Purchasing in service networks: The impact of high visibility on purchasing performance}, series = {IPSERA Conference Proceedings}, booktitle = {IPSERA Conference Proceedings}, publisher = {IPSERA}, doi = {10.25974/fhms-13742}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:836-opus-137427}, pages = {1 -- 25}, year = {2020}, abstract = {While the service sector is growing rapidly, the purchasing of services has not yet received significant attention in theory or practice. Service purchasers face serious challenges, and existing purchasing practices for services are often non-strategic. We choose an exploratory-qualitative research approach to investigate the purchasing of IT, logistics and Maintenance, Repair, and Overhaul (MRO) services. In particular, we focus on the role of visibility and analyze how service purchasers can benefit from extensive knowledge about their service networks. We determine that visibility indeed adds significant value to service purchasing and can help service purchasers to decrease costs, mitigate risks and maintain competitiveness.}, language = {en} } @inproceedings{ChakCarminati2020, author = {Chak, Choiwai Maggie and Carminati, Lara}, title = {Performing in Community-Academic Health Partnerships: Interplay of Clear, Difficult and Valued Goals}, series = {Academy of Management Annual Meeting Proceedings}, booktitle = {Academy of Management Annual Meeting Proceedings}, doi = {10.5465/AMBPP.2020.18772abstract}, year = {2020}, language = {en} } @inproceedings{KellyVangorpSteketal.2020, author = {Kelly, Stephen and Vangorp, Peter and Stek, Klaas and Delke, Vincent}, title = {Opportunities for Gamified Learning in Purchasing and Supply Management Education}, series = {Proceedings 14th ECGBL}, booktitle = {Proceedings 14th ECGBL}, address = {Brighton, UK}, isbn = {978-1-7138-1968-4}, pages = {295 -- 304}, year = {2020}, abstract = {Gamification has been used in a wide variety of subject-specific education contexts. Examples of such usage in the Supply Chain Management (SCM) context include the oft-played beer distribution game, developed by MIT Sloan School of Management (Forrester, 1961), which simulates the coordination of typical problems in supply chain processes, promoting information sharing and collaboration throughout a supply chain (Sterman, 1984). Purchasing and Supply Management (PSM), a subset of this wider SCM area, focuses on the direct relationships between organisational buyers and suppliers, covering aspects such as establishing trust, identifying and selecting suitable suppliers, managing supplier performance and the overall relationship. A systematic review of the PSM gamified learning literature establishes that there has been limited research to date and that which there is tends to focus on quantitative representations of managing overall supply and demand, using wider SCM elements. This suggests that there are opportunities to gamify PSM learning, in particular focusing on the human element in PSM and developing soft skills, as strong buyer-supplier relationships can generate significant benefits to both parties. To provide a more focused PSM contribution, a second systematic literature review distils the relevant principles, techniques and processes to inform the development of two gamified PSM learning activities. Negotiation and supplier relationship management rely heavily on personal interactions and are both seen as key activities at different stages of the PSM process. The development of the two gamified learning activities is strengthened by being underpinned by a synthesis of the literature review's key findings, ensuring they are domain-meaningful abstractions of reality, contain rewards and rankings based on clear objectives and have appealing gameplay. It is hoped that this paper provides a platform for future domain specific PSM research and will be of use to educators in this field in developing their own gamified learning.}, language = {en} } @inproceedings{DelkeSchieleBuchholz2020, author = {Delke, Vincent and Schiele, Holger and Buchholz, Wolfgang}, title = {Mind the Gap: Identifying Skill Gaps in Purchasing and Supply Management}, series = {Proceedings 29th IPSERA conference}, booktitle = {Proceedings 29th IPSERA conference}, year = {2020}, abstract = {Nowadays, the human-centric discipline of purchasing and supply management (PSM) is of strategic importance for firms' success. Within the discipline, scholars address PSM professionals' skills and provide practitioners with academic insights. Due to changes in the industry environment, changes in the working environment and the task of purchasing professionals are assumed. This paper aims to contribute to the PSM professional skills literature by defining current PSM professionals' skill gaps as the difference between the acquired skill level and perceived skill importance. Findings show that current PSM professionals feel to be underqualified to abstract the full potential of professional relationships, as buyer-supplier relationships, due to current PSM professionals' skill gaps.}, language = {en} } @inproceedings{DelkeSchieleBuchholz2020, author = {Delke, Vincent and Schiele, Holger and Buchholz, Wolfgang}, title = {Identifying Future Skills Requirements: Differentiating between Direct and Indirect Material Purchasers}, series = {Proceedings 29th IPSERA conference}, booktitle = {Proceedings 29th IPSERA conference}, year = {2020}, abstract = {The global development towards the Fourth Industrial Revolution, the so-called Industry 4.0, is steaming forwards. Where cyber-physical systems connect the physical and digital world, allowing for demand identification, without the need for direct human intervention. Further, Artificial Intelligence supports various parts of operative and strategic purchasing. The new purchasing environment forces purchasing professionals to develop new skills. Research is needed to identify appropriate skill sets. Based on a World-Caf{\´e} method with 82 purchasing professionals, a list of 32 essential future skills in purchasing is composed. Further, the identified skills are ranked and assigned to the roles of the direct and indirect material purchasers.}, language = {en} } @inproceedings{SchneidThoeneKuchen2020, author = {Schneid, Konrad and Th{\"o}ne, Sebastian and Kuchen, Herbert}, title = {Feature Development in BPMN-Based Process-Driven Applications}, series = {Business Process Management Forum / Hrsg. Dirk Fahland, Chiara Ghidini, J{\"o}rg Becker, Marlon Dumas}, booktitle = {Business Process Management Forum / Hrsg. Dirk Fahland, Chiara Ghidini, J{\"o}rg Becker, Marlon Dumas}, publisher = {Springer International Publishing}, isbn = {978-3-030-58638-6}, issn = {1865-1348}, doi = {10.1007/978-3-030-58638-6_3}, pages = {35 -- 50}, year = {2020}, abstract = {In the context of Continuous Software Engineering, it is acknowledged as best practice to develop new features on the mainline rather than on separate feature branches. Unfinished work is then usually prevented from going live by some kind of feature toggle. However, there is no concept of feature toggles for Process-Driven Applications (PDA) so far. PDAs are hybrid systems consisting not only of classical source code but also of a machine-interpretable business process model. This paper elaborates on a feature development approach that covers both the business process model and the accompanying source code artifacts of a PDA. The proposed solution, Toggles for Process-Driven Applications (T4PDA), equipped with an easy to use modeling tool extension, enables the developer to safely commit unfinished work on model and source code to the project's mainline. It will be kept inactive during productive deployments unless the feature is finally released. During an AB/BA crossover design experiment, the T4PDA approach, including the provided tool support, showed higher software quality, a faster development process, and contented developers.}, language = {en} } @inproceedings{Nonhoff2020, author = {Nonhoff, J{\"u}rgen}, title = {Erfahrungen mit Videoaufzeichnungen, Online-Tests und Online-Klausuren}, series = {So gelingt E-Learning}, booktitle = {So gelingt E-Learning}, editor = {Kahmann, Stephan and Ludwigs, Prof. Dr. Stefan}, publisher = {Pearson}, address = {M{\"u}nchen}, isbn = {978-3-86894-407-5}, pages = {114 -- 121}, year = {2020}, abstract = {Mediale Lernangebote k{\"o}nnen dazu beitragen, Bildungsprozesse anzuregen (Kerres, 2018, S. 139). Sie tun es aber nicht per se. Es gibt demnach nicht eine beste Lehrmethode (Kerres, 2018, S. 139). Der Aufwand f{\"u}r das Erstellen von Videos lohnt sich insbesondere dann, wenn keine Pr{\"a}senzveranstaltungen - aus welchem Grund auch immer - angeboten werden k{\"o}nnen. Heutzutage ist es leider immer noch wichtig, dass das Erledigen der Aufgaben f{\"u}r die Studierenden lohnend ist. Dies kann umgesetzt werden, indem die Studierenden entweder Klausurpunkte f{\"u}r das korrekte Erledigen der Aufgaben erhalten oder indem das erfolgreiche Absolvieren z.B. der Online-Tests als Leistungsnachweis anerkannt wird. Die w{\"o}chentlichen Aufgaben stellen sicher, dass sich die Studierenden regelm{\"a}ßig, in Etappen und selbst{\"a}ndig mit den Inhalten auseinandersetzen und so das Erlernte langfristiger im Ged{\"a}chtnis bleibt. Zudem erhalten sie, bedingt durch die automatische Korrektur, sofort eine R{\"u}ckmeldung, was sicherlich motivationsf{\"o}rdernd ist. Die Lehrenden haben mit Hilfe der digitalen Instrumente den Vorteil, dass sie diese lernf{\"o}rdernden Instrumente auch in sehr großen Lerngruppen ohne großen zus{\"a}tzlichen Aufwand einsetzen k{\"o}nnen.}, language = {de} } @inproceedings{GerkeRach2020, author = {Gerke, Kerstin and Rach, Jutta}, title = {Entwicklung einer praxisnahen und nachhaltigen SAP-ERP-Ausbildung in der Lehre am Beispiel der Fachhochschule M{\"u}nster}, series = {Proceedings of the SAP Academic Community Conference D-A-CH 2020}, booktitle = {Proceedings of the SAP Academic Community Conference D-A-CH 2020}, doi = {10.14459/2020md1555096}, pages = {18 -- 30}, year = {2020}, language = {de} }