@misc{WeberTiefenbacherGronau2019,
  author    = {Weber, Edzard and Tiefenbacher, Anselm and Gronau, Norbert},
  title     = {Need for standardization and systematization of test data for job-shop scheduling},
  series = {Postprints der Universit{\"a}t Potsdam Wirtschafts- und Sozialwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Wirtschafts- und Sozialwissenschaftliche Reihe},
  number    = {134},
  issn      = {1867-5808},
  doi       = {10.25932/publishup-47222},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-472229},
  pages     = {23},
  year      = {2019},
  abstract  = {The development of new and better optimization and approximation methods for Job Shop Scheduling Problems (JSP) uses simulations to compare their performance. The test data required for this has an uncertain influence on the simulation results, because the feasable search space can be changed drastically by small variations of the initial problem model. Methods could benefit from this to varying degrees. This speaks in favor of defining standardized and reusable test data for JSP problem classes, which in turn requires a systematic describability of the test data in order to be able to compile problem adequate data sets. This article looks at the test data used for comparing methods by literature review. It also shows how and why the differences in test data have to be taken into account. From this, corresponding challenges are derived which the management of test data must face in the context of JSP research. Keywords},
  language  = {en}
}
@article{WeberTiefenbacherGronau2019,
  author    = {Weber, Edzard and Tiefenbacher, Anselm and Gronau, Norbert},
  title     = {Need for Standardization and Systematization of Test Data for Job-Shop Scheduling},
  series = {Data},
  volume    = {4},
  journal   = {Data},
  number    = {1},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {2306-5729},
  doi       = {10.3390/data4010032},
  pages     = {21},
  year      = {2019},
  abstract  = {The development of new and better optimization and approximation methods for Job Shop Scheduling Problems (JSP) uses simulations to compare their performance. The test data required for this has an uncertain influence on the simulation results, because the feasable search space can be changed drastically by small variations of the initial problem model. Methods could benefit from this to varying degrees. This speaks in favor of defining standardized and reusable test data for JSP problem classes, which in turn requires a systematic describability of the test data in order to be able to compile problem adequate data sets. This article looks at the test data used for comparing methods by literature review. It also shows how and why the differences in test data have to be taken into account. From this, corresponding challenges are derived which the management of test data must face in the context of JSP research.},
  language  = {en}
}
@article{WeberSteinGronau2009,
  author    = {Weber, Edzard and Stein, Maureen and Gronau, Norbert},
  title     = {Demokratieorientierte eGovernment-Systeme},
  isbn      = {978-3-89864- 590-4},
  year      = {2009},
  language  = {de}
}
@article{WeberSteinGronau2009,
  author    = {Weber, Edzard and Stein, Maureen and Gronau, Norbert},
  title     = {Demokratieorientierte eGovernment-Systeme},
  issn      = {1436 - 3011},
  year      = {2009},
  language  = {de}
}
@misc{VladovaUllrichBenderetal.2021,
  author    = {Vladova, Gergana and Ullrich, Andr{\´e} and Bender, Benedict and Gronau, Norbert},
  title     = {Students' Acceptance of Technology-Mediated Teaching - How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany},
  series = {Postprints der Universit{\"a}t Potsdam Wirtschafts- und Sozialwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Wirtschafts- und Sozialwissenschaftliche Reihe},
  issn      = {1867-5808},
  doi       = {10.25932/publishup-52161},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-521615},
  pages     = {17},
  year      = {2021},
  abstract  = {In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring-summer 2020 semester. Our study focused on (1) the students' acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study's results and derive short- and long-term implications for science and practice.},
  language  = {en}
}
@article{VladovaUllrichBenderetal.2021,
  author    = {Vladova, Gergana and Ullrich, Andr{\´e} and Bender, Benedict and Gronau, Norbert},
  title     = {Students' acceptance of technology-mediated teaching - How it was influenced during the COVID-19 Pandemic in 2020},
  series = {Frontiers in psychology / Frontiers Research Foundation},
  volume    = {12},
  journal   = {Frontiers in psychology / Frontiers Research Foundation},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2021.636086},
  pages     = {15},
  year      = {2021},
  abstract  = {In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring-summer 2020 semester. Our study focused on (1) the students' acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study's results and derive short- and long-term implications for science and practice.},
  language  = {en}
}
@article{UllrichVladovaMarquartetal.2022,
  author    = {Ullrich, Andr{\´e} and Vladova, Gergana and Marquart, Danny and Braun, Andreas and Gronau, Norbert},
  title     = {An overwiew of benefits and risks in open innovation projects and the influence of intermediary participation, decision-making authority, experience, and position on their perception},
  series = {International journal of innovation management : IJIM},
  volume    = {26},
  journal   = {International journal of innovation management : IJIM},
  number    = {02},
  publisher = {World Scientific Publ.},
  address   = {Singapore},
  issn      = {1363-9196},
  doi       = {10.1142/S1363919622500128},
  pages     = {41},
  year      = {2022},
  abstract  = {This paper presents an exploratory study investigating the influence of the factors (1) intermediary participation, (2) decision-making authority, (3) position in the enterprise, and (4) experience in open innovation on the perception and assessment of the benefits and risks expected from participating in open innovation projects. For this purpose, an online survey was conducted in Germany, Austria and Switzerland. The result of this paper is an empirical evidence showing whether and how these factors affect the perception of potential benefits and risks expected within the context of open innovation project participation. Furthermore, the identified effects are discussed against the theory. Existing theory regarding the benefits and risks of open innovation is expanded by (1) finding that they are perceived mostly independently of the factors, (2) confirming the practical relevance of benefits and risks, and (3) enabling a finer distinction between their degrees of relevance according to respective contextual specifics.},
  language  = {en}
}
@article{SchuefflerThimHaaseetal.2019,
  author    = {Sch{\"u}ffler, Arnulf and Thim, Christof and Haase, Jennifer and Gronau, Norbert and Kluge, Annette},
  title     = {Willentliches Vergessen},
  series = {Gruppe. Interaktion. Organisation. Zeitschrift f{\"u}r Angewandte Organisationspsychologie (GIO)},
  volume    = {50},
  journal   = {Gruppe. Interaktion. Organisation. Zeitschrift f{\"u}r Angewandte Organisationspsychologie (GIO)},
  number    = {2},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {2366-6145},
  doi       = {10.1007/s11612-019-00466-0},
  pages     = {197 -- 209},
  year      = {2019},
  abstract  = {Dieser Beitrag im Journal Gruppe. Interaktion. Organisation. stellt dar, wie willentliches Vergessen die Anpassung an notwendige Ver{\"a}nderungen f{\"u}r Individuen, Gruppen und Organisationen verbessert und wie willentliches Vergessen bewusst und gezielt gestaltet werden kann. Damit Verhalten in Folge einer notwendigen Ver{\"a}nderung angepasst wird, reicht es nicht aus, dass Menschen wissen was zu tun ist, willens und in der Lage sind ihr Verhalten zu ver{\"a}ndern. Eine Ver{\"a}nderung gelingt nur dann, wenn nur noch das neue Verhalten zur Anwendung kommt und nicht mehr das Alte, wenn das alte Verhalten vergessen wird. Der notwendige Prozess des willentlichen Vergessens ist durch Entfernen von Hinweisreizen, die die Erinnerung des zu Vergessenden und durch Platzierung von Hinweisreizen, die die Aktivierung des Neuen ausl{\"o}sen, gestaltbar. Der vorliegende Beitrag stellt die f{\"o}rderliche Wirkung von Hinweisreizen auf willentliches Vergessen dar, stellt sie im Rahmen des Berichts einer experimentellen Studie unter Beweis und gibt praktische Implikationen, wie f{\"u}r Individuen, Gruppen und Organisationen willentliches Vergessen gestaltet werden kann.},
  language  = {de}
}
@article{ScholzReiterHamannGronauetal.2005,
  author    = {Scholz-Reiter, Bernd and Hamann, Tilo and Gronau, Norbert and Bogen, Jane},
  title     = {Fallbasierte neuronale Produktionsregelung : Nutzung des Case-Based Reasoning zur Produktionsregelung mit neuronalen Netzen},
  year      = {2005},
  abstract  = {Die Autoren stellen einen Ansatz vor, mit dem das Erfahrungswissen {\"u}ber die Produktionsregelung mit k{\"u}nstlichen neuronalen Netzen so aufgearbeitet und strukturiert werden kann, dass mittels des fallbasierten Schließens f{\"u}r neue Produktionssituationen die geeigneten und entsprechend voreingestellten neuronalen Netze ausgew{\"a}hlt werden k{\"o}nnen. Aufbauend auf den so gewonnenen Ergebnissen wird ein fallbasiertes System entwickelt.},
  language  = {de}
}
@article{SchmidBogenGronau2005,
  author    = {Schmid, Simone and Bogen, Jane and Gronau, Norbert},
  title     = {Aufbau einer Wissensorganisation f{\"u}r den Betrieb komplexer ERP-Systeme},
  year      = {2005},
  abstract  = {Im Beitrag wird dargestellt, wie der Einsatz von Wissensmanagementwerkzeugen einen wichtigen Beitrag zur Gestaltung eines erfolgreichen ERP-Betriebes leisten kann. Da diese Aufgabe einen hohen Anteil an wissensintensiven Prozessen aufweist, wird dazu eine Methode ben{\"o}tigt, welches die Prozesse strukturiert erfasst, durch die Modellierung analysiert und geeignete Maßnahmen des Wissensmanagements vorschl{\"a}gt. Die Methode KMDL® erm{\"o}glicht durch die Einf{\"u}hrung einer Wissensebene die Spezifikation, wann Wissen welchen Inhalts und in welcher Form im Prozess ben{\"o}tigt oder erzeugt wird. Dabei wird auch darauf eingegangen, wie durch die Anwendung der KMDL® der optimale Schulungsbedarf f{\"u}r ERP-Anwender ermittelt werden kann.},
  language  = {de}
}