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Enabling decentral collaborative innovation processes -a web based real time collaboration platform
(2018)
The main goal of this paper is to define a collaborative innovation process as well as a supporting tool. It is motivated through the increasing competition on global markets and the resultant propagation of decentralized projects with a high demand of innovative collaboration in global contexts. It bases on a project accomplished by the author group. A detailed literature review and the action design research methodology of the project led to an enhanced process model for decentral collaborative innovation processes and a basic realization of a browser based real time tool to enable these processes.The initial evaluation in a practical distributed setting has shown that the created tool is a useful way to support collaborative innovation processes.
Globalization and information technology enable people to join the movement of global citizenship and work without borders. However, different type of barriers existed that could affect collaboration in today’s work environment, in which different generations are involved. Although researchers have identified several technical barriers to intergenerational collaboration (iGOAL), the influence of cultural diversity on iGOAL has rarely been studied. Therefore, using a quantitative study approach, this paper investigates the impact of differences in cultural background on perceived technical and operational barriers to iGOAL. Our study reveals six barriers to IGC that are perceived differently by culturally diverse people (CDP) and non-CDP. Furthermore, CDP can foster IGC because CDP consider the barriers to be of less of a reason to avoid working with different generations than do non-CDP.
Researchers have previously utilized the advantages of a design driven by well-being and intergenerational collaboration (IGC) for successful innovation. Unfortunately, scant information exists regarding barrier dimensions and correlated design solutions in the information systems (IS) domain, which can serve as a starting point for a design oriented toward well-being in an IGC system. Therefore, in this study, we applied the positive computing approach to guide our analysis in a systematic literature review and developed a framework oriented toward well-being for a system with a multi-generational team. Our study contributes to the IS community by providing five dimensions of barriers to IGC and the corresponding well-being determinants for positive system design. In addition, we propose further research directions to close the research gap based on the review outcomes.
The virtual classroom continues to grow, but it is becoming more and more the norm, and it is fundamentally different from the vocational students at the Indonesian university. With the promised benefits of the virtual classroom, many challenges and difficulties come in the implementation. Although there are already successful design principles for virtual classrooms that support organizations in overcoming the challenges, the approach to implementing the design principles of virtual classroom at the vocational higher education in Indonesia is still lacking. In this study, we aim to answer the research gap and used the design sciences research by interviewing the lecturers to design the solutions. The proposed design approaches were implemented in a course and evaluated with students from two different groups. Overall, the evaluation of the proposed approaches shows1 significant results as an indicator of the benefits of the implementation of a virtual classroom for vocational students in Indonesia.
So far, researchers have used a wellbeing-centered approach to catalyze successful intergenerational collaboration (IGC) in innovative activities. However, due to the subject’s multidisciplinary nature, there is still a dearth of comprehensive research devoted to constructing the IGC system. Thus, the purpose of this study is to fill a research void by providing a conceptual framework for information technology (IT) system designers to use as a jumping-off point for designing an IGC system with a wellbeing-oriented design. A systematic literature study was conducted to identify relevant terms and develop a conceptual framework based on a review of 75 selected scientific papers. The result consists of prominent thematic linkages and a conceptual framework related to design technology for IGC systems. The conceptual framework provides a comprehensive overview of IGC systems in the innovation process by identifying five barrier dimensions and using six wellbeing determinants as IGC catalysts. Moreover, this study discusses future directions for research on IGC systems. This study offers a novel contribution by shifting the technology design process from an age-based design approach to wellbeing-driven IGC systems. Additional avenues for investigation were revealed through the analysis of the study’s findings.
This study proposes a framework for the collaborative development of global start-up innovators in a multigenerational digital environment. Intergenerational collaboration has been identified as a strategy to support entrepreneurs during their formative years. However, integrating and fostering intergenerational collaboration remains elusive. Therefore, this study aims to identify competencies for successful global start- ups through intergenerational knowledge transfer. We used a systematic literature review to identify a competency set consisting of growth virtues, effectual creativity, technical domain, responsive teamwork, values-based organization, sustainable networking, cultural awareness, and facilitating intergenerational safety. The competency framework serves as a foundation for knowledge management research on the global innovation readiness of people to collaborate across generations in the digital age.
This study aims to determine the competing concerns of people interested in startup development and entrepreneurship by using topic modeling and sentiment analysis on a social question-and-answer (SQA) website. Understanding the underlying concerns of startup entrepreneurs is critical to society and economic growth. Therefore, greater scientific support for entrepreneurship remains necessary, including data mining from virtual social communities. In this study, an SQA platform was used to identify the sentiment of thirty concerns of people interested in startup entrepreneurship. Based on topic modeling and sentiment analysis of 18819 inquiries in various forums on an SQA, we identified additional questions about founder figures, keys to success, and the location of a startup. In addition, we found that general questions were rated more positively, especially when it came to pitching, finding good sources, disruptive innovation, idea generation, and marketing advice. On average, the identified concerns were considered 48.9 percent positive, 41 percent neutral, and 10.1 percent negative. This research establishes a critical foundation for future research and development of digital startups by outlining a variety of different concerns associated with startup development in the digital age.
In this study, we looked at the competencies and changes in the competency spectrum required for global start-ups in the digital age. Specifically, we explored intergenerational collaboration as an intervention in which experienced business-people from senior adult groups support young entrepreneurs. We conducted a Delphi study with 20 experts from different disciplines, considering the study context. The results of this study shed light on understanding the necessary competencies of entrepreneurs for intergenerationally supported start-up innovation by providing 27 competencies categorized as follows: intergenerational safety facilitation, cultural awareness, virtues for growth, effectual creativity, technical expertise, responsive teamwork, values-based organization, and sustainable network development. In addition, the study results also reveal the competency priorities and the minimum requirements for each competency group based on the global innovation process and can be used to develop a readiness assessment for start-up entrepreneurs.
Why Should the Q-method Be Integrated Into the Design Science Research? A Systematic Mapping Study
(2019)
The Q-method has been utilized over time in various areas, including information systems. In this study, we used a systematic mapping to illustrate how the Q-method was applied within Information Systems (IS) community and proposing towards integration of Q-method into the Design Sciences Research (DSR) process as a tool for future research DSR-based IS studies. In this mapping study, we collected peer-reviewed journals from Basket-of-Eight journals and the digital library of the Association for Information Systems (AIS). Then we grouped the publications according to the process of DSR, and different variables for preparing Q-method from IS publications. We found that the potential of the Q-methodology can be used to support each main research stage of DSR processes and can serve as the useful tool to evaluate a system in the IS topic of system analysis and design
System design for well-being needs an appropriate tool to help designers to determine relevant requirements that can help human well-being to flourish. Personas come as a simple yet powerful tool in the early development stage of the user interface design. Considering well-being determinants in the early design process provide benefits for both the user and the development team. Therefore, in this short paper, we performed a literature study to provide a conceptual model of well-being in personas and propose positive design interventions in personas’ creation process.
Blended learning offers learning solutions for higher educational institutions facing the industrial revolution 4.0. In this study, we investigated the influence factors student perceptions of blended learning based on gender-specific differences in Indonesia. We applied a research model to systematically assess the effect of design features on the effectiveness of blended learning indicators (intrinsic motivation and student satisfaction). Moreover, we evaluated the research model for both genders separately. Based on the quantitative survey of 223 Indonesian students, our study confirms that the design features significantly influence the effectiveness of blended learning for male and female students.
We are “not” too (young/old) to collaborate: Prominent Key Barriers to Intergenerational Innovation
(2019)
In this study, we analyzed the barriers to technology-supported intergenerational innovation to understand better how young and old can collaborate towards global innovations. Researchers in different disciplines have already identified various barriers to intergenerational collaboration. However, barriers are changing depending on the context of collaboration, and difficulties still exist to support intergenerational innovation in global settings. Therefore, we investigated the barriers that emerge when people work with someone decades older or younger. The results of our study have shown what barriers are influenced by age, what barriers exist only for senior and younger adults. The study theoretically contributes to deepening the Information Systems (IS) community's understanding of the barriers to intergenerational innovation that need to be considered when developing systems for global innovation
Digital transformation is a process of digitizing the working and living environment in which people are at the center of digitization. In this paper, we present a personas-based guideline for system developers on how the humanization of digital transformation integrates into the design process. The proposed guideline uses the positive personas from the beginning as a basis for the transformation of the working environment into the digital form. We used the literature research as a preliminary study for the process of wellbeing-driven digital transformation design, consisting of questions for structuring the required information in the positive personas as well as a potential method that could be integrated into the wellbeing-based design process.
Digital technology is increasingly becoming a part of life and culture in society, and it must be consciously designed for the long-term benefit of humanity. Today, information systems are designed to do more than fulfill human duties or complete tasks. A widely adopted approach is a system design that focuses on the positive aspects of human-technology interaction. Positive computing is a design paradigm gaining traction because it emphasizes the importance of well-being as a bold goal to be implemented in system design. In this dissertation, technology design is part of an intergenerational environment aiming to facilitate information sharing regarding global startup innovation. Nevertheless, much of the research focuses on how technology can be used to facilitate intergenerational collaboration. On the other hand, very little is known about how technology can be "positively" designed to promote intergenerational innovation. Therefore, this dissertation applied Design Science Research (DSR) to inform and guide the creation of design principles through the lens of positive computing. The study results provide a holistic picture of the numerous barriers, well-being factors, competing concerns, and competencies that have been encountered in the context of intergenerational innovation and their implications. This dissertation is presented as a cumulative dissertation, answering three research questions divided into seven studies, consisting of nine articles.
Rapid digital transformation is taking place due to the COVID-19 pandemic, forcing organisations and higher educational institutions to change their working and learning culture. This study explores the challenges of rapid digital transformation arising during the pandemic in the higher education context. This research used the Q-methodology to understand the nine challenges that higher education encountered, perceived differently as four main patterns: (1) Digital-nomad enterprise; (2) Corporate-collectivism; (3) Well-being-oriented; and (4) Pluralistic. This study broadens the current understanding of digital transformation, especially in higher education. The nine challenges and four patterns of transformation actors serve as a starting point for organisations in supporting technological choice and strategic interventions, based on individual, group, and organisational behavioural levels. Moreover, five propositions, based on the competing concerns of these challenges, establish a framework for comprehending the ecosystem that enables rapid digital transformation. Strategies, prerequisites, and key factors during the (digital) technology development process benefit the cyber-society ecosystem. As a practical contribution, Q-methodology was used to investigate perspectives on digitalisation challenges during the pandemic.
Learning the German language is one of the most critical challenges for refugee children in Germany. It is a prerequisite to allow communication and integration into the educational system. To solve the underlying problem, we conceptualized a set of principles for the design of language learning systems to support collaboration between teachers and refugee children, using a Design Science Research approach. The proposed design principles offer functional and non-functional requirements of systems, including the integration of open educational resources, different media types to develop visual and audio narratives that can be linked to the cultural and social background. This study also illustrates the use of the proposed design principles by providing a working prototype of a learning system. In this, refugee children can learn the language collaboratively and with freely accessible learning resources. Furthermore, we discuss the proposed design principles with various socio-technical aspects of the well-being determinants to promote a positive system design for different cultural and generational settings. Overall, despite some limitations, the implemented design principles can optimize the potential of open educational resources for the research context and derive further recommendations for further research.
Group-centered framework towards a positive design of digital collaboration in global settings
(2017)
Globally distributed groups require collaborative systems to support their work. Besides being able to support the teamwork, these systems also should promote well-being and maximize the human potential that leads to an engaging system and joyful experience. Designing such system is a significant challenge and requires a thorough understanding of group work. We used the field theory as a lens to view the essential aspects of group motivation and then utilized collaboration personas to analyze the elements of group work. We integrated well-being determinants as engagement factors to develop a group-centered framework for digital collaboration in a global setting. Based on the outcomes, we proposed a conceptual framework to design an engaging collaborative system and recommend system values that can be used to evaluate the system further.
The adoption of Open Educational Resources (OER) can support collaboration and knowledge sharing. One of the main areas of the usage OER is the internationalization, i.e., the use in a global context. However, the globally distributed co-creation of digital materials is still low. Therefore, we identify essential barriers, in particular for co-authoring of OER in global environments. We use a design science research method to introduce a barrier framework for co-authoring OER in global settings and propose a wellbeing-based system design constructed from the barrier framework for OER co-authoring tool. We describe how positive computing concepts can be used to overcome barriers, emphasizing design that promotes the author's sense of competence, relatedness, and autonomy.
Open Educational Resources (OER) intend to support access to education for everyone. However, this potential is not fully exploited due to various barriers in the production, distribution and the use of OER. In this paper, we present requirements and recommendations for systems for global OER authoring. These requirements as well as the system itself aim at helping creators of OER to overcome typical obstacles such as lack of technical skills, different types of devices and systems as well as the cultural differences in cross-border-collaboration. The system can be used collaboratively to create OER and supports multi-languages for localization. Our paper contributes to facilitate global, collaborative e-Learning and design of authoring platforms by identifying key requirements for OER authoring in a global context.
Public transportation will become highly automated in the future, and at some point, human drivers are no longer necessary. Today many people are skeptical about such scenarios of autonomous public transport (abbr.: APT). In this paper, we assess users’ subjective priority of different factors that lead to personal acceptance or rejection of APT using an adapted online version of the Q-Methodology with 44 participants. We found four prototypical attitudes to which subgroups of participants relate: 1) technical enthusiasts, 2) social skeptics, 3) service-oriented non-enthusiasts, and 4) technology-oriented non-enthusiasts. We provide an unconventional perspective on APT acceptance that helps practitioners prioritize design requirements and communicate, targeting users’ specific attitudes.