@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{Schmidt2018, author = {Schmidt, Alexander Lennart}, title = {Managing in the face of disruption}, series = {13th CINet PhD seminar - Researching continuous innovation - getting in, getting through, getting (it) out}, booktitle = {13th CINet PhD seminar - Researching continuous innovation - getting in, getting through, getting (it) out}, year = {2018}, abstract = {Globalization, digitalization and increasingly shortened lifecycles of consumer and business goods require companies to be continuously innovative. Under these domains of innovation, disruptive innovation has developed as a popular term amongst scholars and practitioners alike (Christensen, Raynor, \& McDonald, 2015). In fact, the concept of disruptive technolo-gies was introduced to explain the failure of incumbent businesses in times of change (Bower \& Christensen, 1995). Later, research broadened the concept towards disruptive innovations thereby going beyond technologies alone (Yu \& Hang, 2010). Indeed, recent literature stresses the embracing business model that needs to be designed appropriately to make use of the technology and push it forward in the process of disruption. Subse-quently, current research concludes that disruption in its core is a "business model problem, not a technology problem" (Christensen, 2006). Despite the recognition of the relevance of a firm's business model for disruption, a clarifi-cation of the business model concept in the disruptive innovation process appears to be necessary in two dimensions. First, there is only limited knowledge regarding the actual design of (potential) disruptive business models. Second, from a dynamic perspective, less is known about how organizations manage the process of disruptive innovation until their business model yields a disruptive effect in the market. The PhD research project aims at shedding light on the role of the firm's business model in regard to the concept of disruptive innovation. Insights from this research project will not only add to a deeper understanding of disruptive innovation from a theoretical perspective but also deliver guidance for managers facing an increasingly changing environment.}, language = {en} } @inproceedings{BuchholzKappelSchiele2018, author = {Buchholz, Wolfgang and Kappel, Antonia and Schiele, Holger}, title = {Supplier relationships with competing customers - How can purchasers find out who is the preferred customer?}, series = {IPSERA Conference proceedings}, booktitle = {IPSERA Conference proceedings}, pages = {1 -- 23}, year = {2018}, abstract = {Focal companies are embedded in complex supply networks consisting of various suppliers, customers, competitors and complementors. The activities of these actors influence the com-petitive position of the focal companies. Some customers achieve preferred customer status and gain preferential treatment, others have to restrain to being standard customers getting less privileged services. Consequently, buying companies in such markets have to achieve transparency about the relationships of their suppliers towards their competitors and comple-mentors in order to map them and to analyse their impact. Current literature lacks a holistic approach to capture these relationships. In which sources can the focal companies find the desired information? Which kind of information do they really need? And in which situations is the need for transparency high and when is it low? The aim of this research is to examine these relationships using a World Caf{\´e} method with purchasers for data gathering followed by a Gioia method to structure the qualitative data. The result is a list of desired knowledge cov-ering business, supplier and collaboration details; a set of information sources clustered in pub-lished and unpublished sources as well as contingency factors regarding general conditions, changes and particular occasions that require a high supplier relationship knowledge. All an-swers have been rated by their importance during the World Caf{\´e}. The answers can help to operationalise the mapping of supplier relationships towards competitors and complementors in order to assess the own customer status compared to other customers.}, language = {en} } @inproceedings{SormaniBaakenBaakenetal.2018, author = {Sormani, Eva and Baaken, Marieke and Baaken, Thomas and Okamoto, Sanae}, title = {The Potential of Nudging for the Engaged University. Paper presented at the University Industry Interaction Conference, London, United Kingdom}, year = {2018}, language = {en} } @inproceedings{Chak2018, author = {Chak, Choiwai Maggie}, title = {Literature Review on Relationship Building for Community-academic Collaboration in Health Research and Innovation.}, series = {MATEC Web of Conferences}, volume = {215(1):02002}, booktitle = {MATEC Web of Conferences}, doi = {10.1051/matecconf/201821502002}, year = {2018}, language = {en} } @inproceedings{SimonDelkeHarmsetal.2018, author = {Simon, Franz and Delke, Vincent and Harms, Rainer and Schiele, Holger}, title = {Identifying partners outside existing networks}, series = {Proceedings 27th IPSERA conference}, booktitle = {Proceedings 27th IPSERA conference}, address = {Athens, Greece}, year = {2018}, abstract = {External sources of knowledge have become a necessary extension to internal innovation activities (Monteiro, Mol and Birkinshaw, 2017; Rosenkopf and Nerkar, 2001). Collaborations with customers, suppliers, universities or even competitors are a promising way to extend the own knowledge base in order to increase the firm´s innovativeness (Felin and Zenger, 2014; Laursen and Salter, 2006). onsidering this potential set of external partners, suppliers seem to have the largest impact on product innovation (Un, Cuervo-Cazurra and Asakawa, 2010). Yet, suppliers' innovative potential is limited as described in a case study by Gassmann, Zeschky, Wolff, and Stahl (2010), which further shows how a new venture supplier, commonly referred to as "startup", has succeed at providing a truly innovative idea (a haptic feedback control device for automobiles). Therefore, startups as a specific knowledge provider have received growing attention (Weiblen and Chesbrough, 2015; Zaremba, Bode and Wagner, 2016). By collaborating with startups, corporations hope to benefit from the startups´ entrepreneurial characteristics, such as alertness, creativity, flexibility and willingness to take risks (Audretsch, Segarra and Teruel, 2014; Criscuolo, Nicolaou and Salter, 2012; Marion, Friar and Simpson, 2012).}, language = {en} } @inproceedings{StekZunkDelkeetal.2018, author = {Stek, Klaas and Zunk, Bernd Markus and Delke, Vincent and Schiele, Holger}, title = {Addressing the gap between employees' needs and learning objectives in purchasing \& supply management (PSM study programs; a student-centered learning approach}, series = {Proceedings 12th INTED conference}, booktitle = {Proceedings 12th INTED conference}, address = {Valencia, Spain}, year = {2018}, abstract = {This paper focusses on effective teaching and learning methods in the context of a larger project that aims to align objectives in higher education with employer requirements in the field of purchasing and supply management (PSM). The reason is that little is known about which specific skills and competencies of PSM professionals are needed outside academia and which learning objective higher education should incorporate to meet the practical PSM requirements of firms and organisations. Practice as well as literature share the understanding that PSM professionals need a well-balanced mixture of knowledge and soft-skills: the merely explicit know-what (codified knowledge), know-why (theory), know-how (method) and inter- \& intrapersonal soft skills.}, language = {en} }