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Why do barriers to the exchange of open knowledge resources change in public administrations? Experts in the public sector have been interviewed and outlined antecedents of change to certain barriers. The results are an initial step towards theorizing on barrier change and stepping beyond the current trend of categorizing difficulties to e-Learning and use of open knowledge resources. Categorizing only shows the range of potential challenges. Whether and how the barriers change, however, is seldom addressed in previous literature. The results presented in this study thus provide a new perspective on the phenomenon. Results are part of a longitudinal study about open e-Learning in the public sector across four European countries. They will provide fresh empirical input for discussions at the World Conference on E-Learning how to advance future research and practices in the domain
E-Learning and openness in education are receiving ever increasing attention in businesses as well as in academia. However, these practices have only to small extent been introduced in public administrations. The study addresses this gap by presenting a literature review on Open Educational Resources [OER] and E-Learning in the public sector. The main goal of the article is to identify challenges to open E-Learning in public administrations. Experiences will be conceptualized as barriers which need to be considered when introducing open E-Learning systems and programs in administrations. The main outcome is a systematic review of lessons learned, presented as a contextualized Barrier Framework which is suitable to analyze requirements when introducing E-Learning and OER in public administrations.
The influence of national culture on knowledge sharing has important implications for all organizations. However, the existing frameworks only cover a subset of relevant factors or limit the research of the framework to either organizational or national level. Hence, a more encompassing framework is needed. The question this articles answers is how does national culture influence knowledge sharing. Based on extensive literature review and interviews carried out in Finland and Japan, this article sets forth a foundation for a new framework. The framework details how national culture influences individual level and organizational level factors and technical tools. Additionally, the framework includes a new dimension, time-dimension, which is usually disregarded in knowledge sharing research. For researchers and practitioners, the derived framework provides key insight on relevant factors on knowledge sharing and national culture. Finally, future research directions are discussed.
Global software development changes the requirements in terms of soft competency and increases the complexity of social interaction by including intercultural aspects. While soft competency is often seen as crucial for the success of global software development projects, the concrete competence requirements remain unknown. Internationalization competency represents one of the first attempts to structure and describe the soft competence requirements for global software developers. Based on the diversity of tasks, competence requirements will differ among the various phases of software development. By conducting a survey on the importance of internationalization competences for the different phases of global software development, we identified differences in terms of competence importance and requirements in the phases. “Adaptability” (of one's working style) and “Cultural Awareness” were the main differences. “Cultural Awareness” distinguishes requirements engineering and software design from testing and implementation while “Adaptability” distinguishes implementation and software design from requirements engineering and testing.
The goal of this paper is to define relevant barriers to the exchange of Open Educational Resources in local public administrations. Building upon a cultural model, eleven experts were interviewed and asked to evaluate several factors, such as openness in discourse, learning at the workplace, and superior support, among others. The result is a set of socio-cultural factors that shape the use of Open Educational Resources in public administrations. Significant factors are, in this respect, the independent choice of learning resources, the spirit of the platform, the range of available formats and access to technologies. Practitioners use these factors to elaborate on the readiness of public administrations towards the use of open e-Learning systems. To academic debates on culture in e-Learning, the results provide an alternative model that is contextualized to meet the demands of public sector contexts. Overall, the paper contributes to the lack of research about open e-Learning systems in the public sector, as well as regarding culture in the management of learning and knowledge exchange.
Positive Computing umfasst Design, Realisierung und Bewertung von Anwendungssystemen und deren Einflüsse mit dem Ziel, Lebensqualität und Wohlbefinden von Menschen zu verbessern und sie bei der Entfaltung ihrer Potenziale zu unterstützen. Das Institut Positive Computing (IPCo) an der Hochschule Ruhr West soll dieses neue Paradigma in einem inter- und transdisziplinären Ansatz erschließen, untersuchen und umsetzen. Das Paradigma ist anwendbar auf nahezu alle Bereiche des privaten und beruflichen Lebens. Die Forschung des IPCo fokussiert zunächst jedoch auf die positive Nutzung von Informations- und Kommunikationstechnologien (IKT) für generationenübergreifende Herausforderungen. Hierzu sollen technologische Lösungen unter kontinuierlicher Einbeziehung menschlicher Bedürfnisse und sozialer Fragestellungen erarbeitet
werden.
This article presents a omparative study of the barriers to open e-learning in public administrations in Luxembourg, Germany, Montenegro and Ireland. It discusses the current state of open e-learning of public administration employees at the local government level and derives the barriers to such learning. This paper's main contribution is its presentation of an empirical set of barriers in the four European countries. The results allow informed assumptions about which barriers will arise in the forthcoming use of open-source e-learning technology, particularly open educational resources as means of learning. Furthermore, this study offers a contextualised barrier framework that allows the systematic capture and comparison of challenges for future studies in the field. Other practical contributions include providing advice about open e-learning programmes, systematising lessons learned and addressing managerial implications.
Technologie die beflügelt
(2016)
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.
The paper provides a contextualization process to adapt Open Knowledge Resources for the need of public administrations. By help of a matching strategy, culture and context profiles of learners and learning resources are compared. The comparison allows to draw inferences how to contextualize an open knowledge resource for own learning needs. An example is illustrated and future research fields are proposed.
Wissensmanagement (WM) und IT-gestütztes Lernen sind gerade in kleinen Behörden der Öffentlichen Verwaltung (ÖV), wie z.B. in ländlichen
Gemeinden, noch ausbaufähig. Am Beispiel des EU-Projekts EAGLE werden
Projektergebnisse als Verbesserungsansätze für ein arbeitsprozessorientiertes, IT-gestütztes Lernen vorgestellt. Neuartige Plattform-Features und ihr ÖV-spezifischer Nutzen werden erläutert. Die Ergebnisse der Plattformvalidierung werden vorgestellt. Ferner werden Vorschläge gemacht, wie die Ergebnisse aus EAGLE mit WM und weiteren Wissensquellen der ÖV, wie z.B. der Registratur, zu einem Gesamtkonzept mit bereits vorhandenen Fortbildungs- und WM-Ansätzen verbunden werden können.
The open education movement has witnessed ups and downs from initial interest in transparency and openness, followed by a lack of reuse of open educational resources (OER) and the massive boost of interest in massive open online courses (MOOCs). This article addresses educators' online behaviors and perceptions regarding participation in collaborative development of OER in online settings. Using a data-driven approach to study educators' perceptions, this article presents multiple considerations for collaborative OER development and validates a new model explaining educators' intention to participate in collaborative action. The findings reveal the contradictory nature of emotional ownership of knowledge: a critical enabling factor for commitment and a barrier to knowledge exchange in an open and transparent manner. The findings also show how outcome expectations regarding increase in reputation and status in the network do not influence the intention to share knowledge. Further interviews with idea-sharing platform users enable us to explain the favorable settings to resolve the dilemma of emotional ownership. The study contributes not only to further development of the open education movement but also to theory development of educators’ collaborative behaviors online.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
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.