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Automated regression tests are a key enabler for applying popular continuous software engineering techniques. This paper focuses on testing BPMN-based Process-Driven Applications (PDA). When evolving PDAs, the affected test cases must be identified and co-evolved as well. In this process, affected test cases can be overlooked, misunderstandings may occur during communication between different roles involved, and implementation errors can arise. Regardless of possible error sources, the entire test migration process is time-consuming. This paper presents a new semi-automated test migration process for PDAs. The concept builds on previous work on creating regression tests using a no-code approach. Our approach identifies the modifications of the PDA and classifies their impact on previously defined tests. The classification indicates whether existing test code can be migrated automatically or whether a manual revision becomes necessary. During an AB/BA experiment, the concept and the developed prototype proved a more efficient test migration process and a higher test quality.
BPMN-based Process-Driven Applications (PDA) require less coding since they are not only based on source code, but also on executable process models. Automated testing of such model-driven applications gains growing relevance, and it becomes a key enabler if we want to found their development on continuous integration (CI) techniques.While process analysts are typically responsible for test case specifications from a business perspective, technically skilled process engineers take the responsibility for implementing the required test code. This is time-consuming and, due to their often different skills and backgrounds, might result in communication problems such as information losses and misunderstandings. This paper presents a new approach which enables an analyst to generate executable tests for PDAs without the need for manual coding. It consists of a sophisticated model analysis, a wizard-based specification of test cases, and a subsequent code generation. The resulting tests can easily be integrated into CI pipelines.The concept is underpinned by a user-friendly tool which has been evaluated in case studies and in real-world implementation projects from different industry sectors. During the evaluation, the prototype proved a more efficient test creation process and a higher test quality.
Process-Driven Applications flourish through the interaction between an executable BPMN process model, human tasks, and external software services. All these components operate on shared process data, so it is even more important to check the correct data flow. However, data flow is in most cases not explicitly defined but hidden in model elements, form declarations, and program code. This paper elaborates on data-flow anomalies acting as indicators for potential errors and how such anomalies can be uncovered despite implicit and hidden data-flow definitions. By considering an integrated view, it goes beyond other approaches which are restricted to separate data-flow analysis of either process model or source code. The main idea is to merge call graphs representing programmed services into a control-flow representation of the process model, to label the resulting graph with associated data operations, and to detect anomalies in that labeled graph using a dedicated data-flow analysis. The applicability of the solution is demonstrated by a prototype designed for the Camunda BPM platform.
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.
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.
A COMPREHENSIVE ACTIVE-BASED LEARNING ENVIRONMENT FOR MANAGEMENT EDUCATION: AN EVALUATIVE STUDY
(2017)
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.
Experimental learning & reflection: how it promotes competence development in business education
(2019)
Mediale Lernangebote können 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 für das Erstellen von Videos lohnt sich insbesondere dann, wenn keine Präsenzveranstaltungen – aus welchem Grund auch immer – angeboten werden können.
Heutzutage ist es leider immer noch wichtig, dass das Erledigen der Aufgaben für die Studierenden lohnend ist. Dies kann umgesetzt werden, indem die Studierenden entweder Klausurpunkte für das korrekte Erledigen der Aufgaben erhalten oder indem das erfolgreiche Absolvieren z.B. der Online-Tests als Leistungsnachweis anerkannt wird.
Die wöchentlichen Aufgaben stellen sicher, dass sich die Studierenden regelmäßig, in Etappen und selbständig mit den Inhalten auseinandersetzen und so das Erlernte langfristiger im Gedächtnis bleibt. Zudem erhalten sie, bedingt durch die automatische Korrektur, sofort eine Rückmeldung, was sicherlich motivationsfördernd ist.
Die Lehrenden haben mit Hilfe der digitalen Instrumente den Vorteil, dass sie diese lernfördernden Instrumente auch in sehr großen Lerngruppen ohne großen zusätzlichen Aufwand einsetzen können.
How do they do it? Understanding business model innovation in the context of disruptive innovation
(2018)
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.
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.