@inproceedings{Linnemann2011, author = {Linnemann, Kerstin}, title = {Innovation Generation through Resource Recombination: Exploring the Determinants of Resource Recombination from a Dynamic Capability Perspective}, series = {Proceedings of the 11th CINet PhD Workshop at the 12th International CINet Conference "Continuous Innovation: Doing More with Less", Aarhus, Denmark, 2011}, booktitle = {Proceedings of the 11th CINet PhD Workshop at the 12th International CINet Conference "Continuous Innovation: Doing More with Less", Aarhus, Denmark, 2011}, pages = {1 -- 15}, year = {2011}, language = {en} } @inproceedings{BaakenvonHagenKurzhals2014, author = {Baaken, Thomas and von Hagen, Friederike and Kurzhals, Kerstin}, title = {Creative Coupling - a key opportunity for success in transfer}, series = {Presentation at the UIIN University Industry Conference 2014, 24.04.2014, Barcelona, Spain}, booktitle = {Presentation at the UIIN University Industry Conference 2014, 24.04.2014, Barcelona, Spain}, year = {2014}, language = {en} } @inproceedings{Schneid2017, author = {Schneid, Konrad}, title = {Branching Strategies for Developing New Features within the Context of Continuous Delivery}, series = {Proceedings of the 2nd Workshop on Continuous Software Engineering co-located with Software Engineering (SE 2017)}, booktitle = {Proceedings of the 2nd Workshop on Continuous Software Engineering co-located with Software Engineering (SE 2017)}, publisher = {CEUR-WS}, address = {Hannover}, issn = {1613-0073}, pages = {28 -- 35}, year = {2017}, abstract = {This paper evaluates based on current literature, whether the versioning strategies "branch by feature" and "develop on mainline" can be used for developing new software features in connection with Continuous Delivery. The strategies will be introduced and possible applications for Continuous Delivery will be demonstrated and rated. A solution recommendation is finally given. It becomes evident that develop on mainline is the more recommendable method in form of "features toggles" or in case of bigger changes in form of "branch by abstraction" within the context of Continuous Delivery.}, language = {en} } @inproceedings{Perusso2017, author = {Perusso, Andre}, title = {A COMPREHENSIVE ACTIVE-BASED LEARNING ENVIRONMENT FOR MANAGEMENT EDUCATION: AN EVALUATIVE STUDY}, series = {ICERI 2017 Proceedings}, booktitle = {ICERI 2017 Proceedings}, editor = {L., G{\´o}mez Chova and L{\´o}pez Mart{\´i}nez, A. and I., Candel Torres}, publisher = {IATED Academy}, address = {Valencia, Spain}, isbn = {978-84-697-6957-7}, issn = {2340-1095}, doi = {10.21125/iceri.2017}, pages = {8187 -- 8195}, year = {2017}, abstract = {There seems to be a strong distinction between what most business schools prepare their students for and what practicing managers actually do in their professional life [1]. Business education, in general, sees management as analytical and scientific, when empirical evidences indicate that the practicing manager repertoire is comprised not only of analysis but mainly of the development of solutions to illdefined problems [2]. Moreover, the globalization of the economy and the shift from a manufacturing to an informationbased society have led to significant changes in the conditions of work; with post-industrial economies living an era of continuous market change and creative destruction [3], [4]. This scenario increases the array of responsibilities of higher education institutions which, in addition to providing disciplinary knowledge, should develop in students non-disciplinary competences such as decision-making, problem-solving, interpersonal communication, etc. As argued by Zlatkin-Troitschanskaia, et al. [5], the development of such competences - sometimes referred as transversal or generic - are increasingly relevant in a society facing constant changes, since they are adaptable to various contexts enhancing the relevancy and the employability of students. Under this perspective, a change in management education is needed. It should be oriented less on the training of business analysts and more on preparing future managers for solving the ill-designed problems of real business practice. It is suggested that the focus of business education should move from 'simply' providing a body of domain-specific knowledge to give students the opportunity to apply that knowledge under realistic contexts which better resembling management practice and foster the development of generic competences. In that respect, literature suggested that active-based learning methods are best fitted for the 'task' [6]. More specifically, it points out to a series of 'desirable' elements that should be present if one wants to accurately replicate a management learning environment. This author condensed those elements to form a theoretical proposition: that to build powerful management learning environments one needs to offer students the opportunity to collectively engage in a series of continuous real-world experiences in a process permeated by careful reflection in and on the action.}, language = {en} } @inproceedings{Linnemann2012, author = {Linnemann, Kerstin}, title = {Exploring the Role of Dynamic Capabilities in the Process of Resource Recombination in Firms}, series = {Proceedings of the 13th International CINet Conference "Continuous Innovation Across Boundaries"}, booktitle = {Proceedings of the 13th International CINet Conference "Continuous Innovation Across Boundaries"}, year = {2012}, abstract = {This paper investigates the role of Dynamic Capabilities (DCs) in the process of Resource Recombination (RR) and thereby elaborates the framework conditions for the recombination of resources in firms from the dynamic capability perspective. Investigating the role of a specific set of DCs in the process of RR, this research addresses some existing shortcomings in the dynamic capability literature, where there is a crucial need to better understand the inter-relationship between capabilities, the resource base of the firm, and innovation in the form of RRs. Addressing this issue, this paper contributes to the resource and competence based research by presenting a conceptual model of the factors influencing RR in firms. The findings suggest that regarding their role and effects towards RR in firms two different types of DCs can be distinguished: Potential Building and Value Realizing DCs.}, language = {de} } @inproceedings{SchmidtAlfertPetzoldetal.2018, author = {Schmidt, Alexander Lennart and Alfert, Carina and Petzold, Neele and Junker, Christian}, title = {BUSINESS MODEL INNOVATION IN CORPORATE VENTURES - THE NUCLEUS OF DISRUPTION}, series = {19th International CINet Conference}, booktitle = {19th International CINet Conference}, publisher = {CINet}, address = {Dublin}, isbn = {978-90-77360-21-7}, pages = {511 -- 515}, year = {2018}, language = {en} } @inproceedings{NeeleAlexanderLennartStinaetal.2018, author = {Neele, Petzold and Alexander Lennart, Schmidt and Stina, Siedhoff and Junker, Christian}, title = {How do they do it? Understanding business model innovation in the context of disruptive innovation}, series = {The ISPIM Innovation Conference - Innovation, The Name of The Game}, booktitle = {The ISPIM Innovation Conference - Innovation, The Name of The Game}, isbn = {978-952-335-219-3}, year = {2018}, language = {en} } @inproceedings{WassermanFisher2018, author = {Wasserman, Michael and Fisher, Sandra}, title = {"Mind the Gap": A Human Resource Management Perspective on Virtual Reality Training}, series = {Proceedings of the 7th International E-HRM Conference: HRM 4.0 for Human-Centered Organizations}, booktitle = {Proceedings of the 7th International E-HRM Conference: HRM 4.0 for Human-Centered Organizations}, editor = {Bissola, Rita and Imperatori, Barbara}, publisher = {Università Cattolica del Sacro Cuore}, address = {Milan, Italy}, organization = {Università Cattolica del Sacro Cuore}, pages = {227 -- 247}, year = {2018}, abstract = {Virtual reality (VR) is starting to realize some of its promise as a tool to improve training effectiveness. However, research on VR for training and development is limited. Existing theories and models relating to organizational training and learning are infrequently used in the VR literature. A greater understanding of why VR works in the training context would help training designers create effective programs that leverage this continuously developing technology. This paper provides a typology of VR technologies specifically relevant to HR and integrates HR training frameworks and theory into findings on VR training from these other literatures. We specifically focus on immersive VR technology and seek to better understand reasons for the effectiveness of VR technologies for both training and assessment. We review findings, integrate related streams of research, and offer guideposts for those contemplating VR implementation in four important areas: training reactions in a VR context, VR-specific learning outcomes, opportunities for assessment using VR, and the effect of VR on training transfer. We conclude the paper by identifying a VR-training agenda for HR researchers.}, language = {en} } @inproceedings{DellmannHarth2018, author = {Dellmann, Frank and Harth, Thilo}, title = {Beyond the buzzwords: A Strategy to Connect Curricula with the Digital World}, series = {Proceedings of EdMedia: World Conference on Educational Media and Technology}, booktitle = {Proceedings of EdMedia: World Conference on Educational Media and Technology}, editor = {Bastiaens, T. and Van Braak, J. and Brown, M. and et al.,}, publisher = {Association for the Advancement of Computing in Education (AACE)}, address = {Amsterdam}, pages = {2219 -- 2226}, year = {2018}, abstract = {Disruption, Machine Learning, Internet of Things, Augmented Reality, Industry 4.0 and Rapid Prototyping are just a selection of the buzzwords that come up in connection with the rapid changes in the professional world and society brought about by digitalisation. As frequently occurs when buzzwords are used, their exact meaning is unknown, or remains unquestioned, but the use of them is nevertheless excessive. In this way, the buzzword 'digital native' assumes that an entire generation has a command of digital skills simply because they were born into this world and use digital media naturally. Which skills profiles this generation, and therefore a majority of today's students, actually command, remains vague however, and is rarely explored systematically. The same is true of the specific formulation of necessary skills profiles in the digital world for higher education graduates. In the debate around higher education institutions, the description of the swift digital transition (with or without buzzwords) is not usually followed by a revision of existing curricula. This article describes strategic considerations for a better fit between the skills demanded of students and the challenges of the digital world.}, language = {en} } @inproceedings{BoehmerBauerWicht2009, author = {B{\"o}hmer, Matthias and Bauer, Gernot and Wicht, Wolfgang}, title = {Hiding the Complexity of LBS}, series = {Proceedings of CHI 2009 Workshop on Location and the Web; Boston, USA}, booktitle = {Proceedings of CHI 2009 Workshop on Location and the Web; Boston, USA}, address = {Boston}, year = {2009}, language = {en} }