@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{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} } @inproceedings{SchneidUsenerThoeneetal.2019, author = {Schneid, Konrad and Usener, Claus A. and Th{\"o}ne, Sebastian and Kuchen, Herbert and Tophinke, Christian}, title = {Static Analysis of BPMN-Based Process-Driven Applications}, series = {Proceedings of the 34th ACM/SIGAPP Symposium on Applied Computing}, booktitle = {Proceedings of the 34th ACM/SIGAPP Symposium on Applied Computing}, editor = {Hung, Chih-Cheng and Papadopoulos, George A.}, publisher = {ACM}, address = {New York, NY, USA}, isbn = {978-1-4503-5933-7}, doi = {10.1145/3297280.3297289}, pages = {66 -- 74}, year = {2019}, abstract = {Process-Driven Applications (PDA) require less coding, for their business logic is defined by a business process model which can be executed by a process engine. However, inconsistencies between process model and dependent source code artifacts cause runtime errors and reduce development productivity. This paper targets at making the development of PDAs more efficient: It proposes a broader approach to statical analysis which also covers consistency constraints between model and code. When integrated into common analysis tools or a continuous integration pipeline, defects like broken code references or data-flow anomalies can be detected at an early stage without launching the entire application and its process interpretation engine. The approach is demonstrated by a prototype called viadee Process Application Validator (vPAV), which was developed for BPMN-based process models. The prototype has already been used in various BPM projects, attesting high benefit and potential.}, language = {en} }