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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.
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.
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.
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 Café 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 Café. 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.
Beyond managing research partnerships: Partnered research as an integrated methodological approach
(2018)
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).
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.
Startups have the potential to transform industries as they follow partly divergent business strategies and have the ability to develop new innovative products. The evolving fields of digitalization, sustainability and urbanization highlight the direction of change. Due to enormous time pressure and lack of knowledge, corporations rely heavily on external sources of knowledge to increase innovativeness. Therein, startups take a special role. Joint R&D projects, investments or strategic buyer-supplier agreements with startups grant corporations access to their innovative technologies. This paper gives insights into the organization of search processes to identify innovative startups and highlights approaches to initiate collaborations. Therefore, a multiple-case study among automotive OEMs and suppliers was conducted. The research ends with organizational structures, an identification process, and various instruments developed for the identification of startup innovations. Furthermore, propositions are made for a successful collaboration between startups and established corporations, displaying the role of purchasing in startup management, the need to take fast decisions, secure technical support by experts within their organization and build strong relationships with partners within their supply chain and new partners, as for example venture capitalists.
The UBC ecosystem: putting together a comprehensive framework for university-business cooperation
(2017)
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.
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.