@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} } @article{Matthies2017, author = {Matthies, Benjamin}, title = {A Text Mining Approach for Extracting Lessons Learned from Project Documentation: An Illustrative Case Study}, series = {International Journal of Management, Knowledge and Learning}, volume = {6}, journal = {International Journal of Management, Knowledge and Learning}, number = {2}, pages = {153 -- 174}, year = {2017}, language = {en} } @article{MeyeringGroene2017, author = {Meyering, Stephan and Gr{\"o}ne, Matthias}, title = {An analysis of the assessment of taxable earnings in Germany}, series = {Journal of Tax Reform}, journal = {Journal of Tax Reform}, number = {3}, issn = {2412-8872}, doi = {10.15826/jtr.2017.3.1.028}, pages = {18 -- 28}, year = {2017}, 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} } @article{LaineBaakenLeinoetal.2017, author = {Laine, Kari and Baaken, Thomas and Leino, Mirka and Teczke, Janusz and Sedlak, Piotr}, title = {Case Studies on Teachers' and Students' roles in University-Business Collaboration}, series = {Proceedings UIIN University-Industry-Innovation-Network Conference 2017}, journal = {Proceedings UIIN University-Industry-Innovation-Network Conference 2017}, year = {2017}, language = {en} } @misc{Baaken2017, author = {Baaken, T.}, title = {Case Studies on Teachers' and Students' roles in University-Business Collaboration}, year = {2017}, language = {en} } @misc{BaakenMeerman2017, author = {Baaken, T. and Meerman, A.}, title = {Comparison and Evaluation af Different Teaching and Learning Frameworks on the Potential of University Business Cooperation Projects Involving Students}, year = {2017}, language = {en} } @article{BaakenAlfertMeerman2017, author = {Baaken, Thomas and Alfert, Carina and Meerman, Arno}, title = {Comparison and Evaluation of Different Teaching and Learning Frameworks on the Potential of University Business Cooperation Projects Involving Students}, series = {ICERI2017 Proceedings}, journal = {ICERI2017 Proceedings}, issn = {2340-1095}, pages = {7701 -- 7704}, year = {2017}, language = {en} } @article{Davey2017, author = {Davey, Todd}, title = {Converting university knowledge into value: how conceptual frameworks contribute to the understanding of the third mission role of European universities}, series = {International Journal of Technology Transfer and Commercialisation}, journal = {International Journal of Technology Transfer and Commercialisation}, number = {15(1)}, pages = {65 -- 69}, year = {2017}, language = {en} } @article{WassermanMahmoodi2017, author = {Wasserman, Michael and Mahmoodi, Farzad}, title = {Disruptive Technologies: Should You Give Them the Green Light?}, series = {CSCMP's Supply Chain Quarterly}, journal = {CSCMP's Supply Chain Quarterly}, pages = {24 -- 29}, year = {2017}, language = {en} }