@article{AdelhelmBraunGronauetal.2014,
  author    = {Adelhelm, Silvia and Braun, Andreas and Gronau, Norbert and L{\"u}rig, Detlef and M{\"u}ller, Elisabeth and Vladova, Gergana and Wagner, Dieter},
  title     = {Mit Open Innovation zum Erfolg},
  series = {Handbuch prozessorientiertes Wissensmanagment},
  journal   = {Handbuch prozessorientiertes Wissensmanagment},
  publisher = {GITO},
  address   = {Berlin},
  isbn      = {978-3-95545-026-7},
  pages     = {211 -- 226},
  year      = {2014},
  language  = {de}
}
@article{BahrsVladova2009,
  author    = {Bahrs, Julian and Vladova, Gergana},
  title     = {Produktpiraterie : Pr{\"a}vention statt Reaktion},
  issn      = {1438-4426},
  year      = {2009},
  language  = {de}
}
@article{CromwellHaaseVladova2023,
  author    = {Cromwell, Johnathan R. and Haase, Jennifer and Vladova, Gergana},
  title     = {The creative thinking profile},
  series = {Personality and individual differences},
  volume    = {208},
  journal   = {Personality and individual differences},
  publisher = {Elsevier Science},
  address   = {Amsterdam},
  issn      = {0191-8869},
  doi       = {10.1016/j.paid.2023.112205},
  year      = {2023},
  abstract  = {Intrinsic motivation is widely considered essential to creativity because it facilitates more divergent thinking during problem solving. However, we argue that intrinsic motivation has been theorized too heavily as a unitary construct, overlooking various internal factors of a task that can shape the baseline level of intrinsic motivation people have for working on the task. Drawing on theories of cognitive styles, we develop a new scale that measures individual preferences for three different creative thinking styles that we call divergent thinking, bricoleurgent thinking, and emergent thinking. Through a multi-study approach consisting of exploratory factor analysis, confirmatory factor analysis, and convergent validity, we provide psychometric evidence showing that people can have distinct preferences for each cognitive process when generating ideas. Furthermore, when validating this scale through an experiment, we find that each style becomes more dominant in predicting overall enjoyment, engagement, and creativity based on different underlying structures of a task. Therefore, this paper makes both theoretical and empirical contributions to literature by unpacking intrinsic motivation, showing how the alignment between different creative thinking styles and task can be essential to predicting intrinsic motivation, thus reversing the direction of causality between the motivational and cognitive components of creativity typically assumed in literature.},
  language  = {en}
}
@article{DragičevićVladovaUllrich2023,
  author    = {Dragičević, Nikolina and Vladova, Gergana and Ullrich, Andr{\´e}},
  title     = {Design thinking capabilities in the digital world},
  series = {Frontiers in Education},
  volume    = {7},
  journal   = {Frontiers in Education},
  publisher = {Frontiers},
  address   = {Lausanne, Schweiz},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2022.1012478},
  pages     = {18},
  year      = {2023},
  abstract  = {Recent research suggests that design thinking practices may foster the development of needed capabilities in new digitalised landscapes. However, existing publications represent individual contributions, and we lack a holistic understanding of the value of design thinking in a digital world. No review, to date, has offered a holistic retrospection of this research. In response, in this bibliometric review, we aim to shed light on the intellectual structure of multidisciplinary design thinking literature related to capabilities relevant to the digital world in higher education and business settings, highlight current trends and suggest further studies to advance theoretical and empirical underpinnings. Our study addresses this aim using bibliometric methods—bibliographic coupling and co-word analysis as they are particularly suitable for identifying current trends and future research priorities at the forefront of the research. Overall, bibliometric analyses of the publications dealing with the related topics published in the last 10 years (extracted from the Web of Science database) expose six trends and two possible future research developments highlighting the expanding scope of the design thinking scientific field related to capabilities required for the (more sustainable and human-centric) digital world. Relatedly, design thinking becomes a relevant approach to be included in higher education curricula and human resources training to prepare students and workers for the changing work demands. This paper is well-suited for education and business practitioners seeking to embed design thinking capabilities in their curricula and for design thinking and other scholars wanting to understand the field and possible directions for future research.},
  language  = {en}
}
@article{EppingerVladova2013,
  author    = {Eppinger, Elisabeth and Vladova, Gergana},
  title     = {Intellectual property management practices at small and medium-sized enterprises},
  series = {International journal of technology management},
  volume    = {61},
  journal   = {International journal of technology management},
  number    = {1},
  publisher = {Inderscience Enterprises Ltd},
  address   = {Geneva},
  issn      = {0267-5730},
  doi       = {10.1504/IJTM.2013.050244},
  pages     = {64 -- 81},
  year      = {2013},
  abstract  = {Small and medium-sized enterprises (SME) contribute to innovation and economic growth, despite their resource shortages and lack of professional intellectual property (IP) management practices. Drawing on social practice theory and combining insights from recent scholarship on IP strategies and its management, this paper examines the cases of three pharmaceutical SME providing insights into how they appropriate returns on research and development (R\&D) investments. It discusses their IP strategies and management practices, examining how the IP management practices are embedded in the firm's organisational structure. Moreover, this paper develops recommendations for SME regarding the professionalisation of their IP management practices.},
  language  = {en}
}
@article{GronauRegerAdelhelmetal.2009,
  author    = {Gronau, Norbert and Reger, Guido and Adelhelm, Silvia and Bahrs, Julian and Vladova, Gergana},
  title     = {Planung und Steuerung von offenen Innovationsprozessen in Life Sciences KMUs : Pro und Contra des Know-how- Transfers {\"u}ber die Unternehmensgrenzen},
  issn      = {1434-1890},
  year      = {2009},
  language  = {de}
}
@article{GronauVladovaWeberetal.2014,
  author    = {Gronau, Norbert and Vladova, Gergana and Weber, Nadja and Heinze, Priscilla and Weber, Edzard},
  title     = {KMDL® v2.2},
  series = {Handbuch prozessorientiertes Wissensmanagment},
  journal   = {Handbuch prozessorientiertes Wissensmanagment},
  publisher = {GITO},
  address   = {Berlin},
  isbn      = {978-3-95545-026-7},
  pages     = {133 -- 198},
  year      = {2014},
  language  = {de}
}
@article{HaaseVladovaBender2022,
  author    = {Haase, Jennifer and Vladova, Gergana and Bender, Benedict},
  title     = {Dating on a different stage, but with the same habits},
  series = {PsyArXiv},
  journal   = {PsyArXiv},
  number    = {245},
  doi       = {10.31234/osf.io/kj68b},
  pages     = {14},
  year      = {2022},
  abstract  = {This study aims to compare online vs. offline flirting and dating behavior using the example of the location-based real-time dating (LBRTD) app Tinder, a popular dating platform. We focus on persons' self-descriptions like self-esteem, social desirability, state social anxiety, and adjustment behavior on Tinder and the perceived data privacy of the app. Data was gathered using a survey approach with Tinder users reporting their behavior in offline and online settings. The comparison between offline and online behavior was made using Response Surface Analysis. The results suggest that the different conditions of the natural and digital worlds do not influence the individual's behavior and emotional perception. The results are analyzed and discuss gender, age, motivation to use the app, and the user's relationship status.},
  language  = {en}
}
@article{RenzVladova2021,
  author    = {Renz, Andr{\´e} and Vladova, Gergana},
  title     = {Reinvigorating the discourse on Human-Centered artificial intelligence in educational technologies},
  series = {Technology Innovation Management Review},
  journal   = {Technology Innovation Management Review},
  number    = {11},
  publisher = {Talent First Network},
  address   = {Ottawa},
  issn      = {1927-0321},
  doi       = {doi: 10.22215/timreview/1438},
  pages     = {5 -- 16},
  year      = {2021},
  abstract  = {The increasing relevance of artificial intelligence (AI) applications in various domains has led to high expectations of benefits, ranging from precision, efficiency, and optimization to the completion of routine or time-consuming tasks. Particularly in the field of education, AI applications promise immense innovation potential. A central focus in this field is on analyzing and evaluating learner characteristics to derive learning profiles and create individualized learning environments. The development and implementation of such AI-driven approaches are related to learners' data, and thus involves several privacies, ethics, and morality challenges. In this paper, we introduce the concept of human-centered AI, and consider how an AI system can be developed in line with human values without posing risks to humanity. Because the education market is in the early stages of incorporating AI into educational tools, we believe that this is the right time to raise awareness about the use of principles that foster human-centered values and help in building responsible, ethical, and value-oriented AI.},
  language  = {en}
}
@article{RuedianVladova2021,
  author    = {R{\"u}dian, Sylvio Leo and Vladova, Gergana},
  title     = {Kostenfreie Onlinekurse nachhaltig mit personalisiertem Marketing finanzieren},
  series = {HMD Praxis der Wirtschaftsinformatik},
  volume    = {58},
  journal   = {HMD Praxis der Wirtschaftsinformatik},
  number    = {3},
  publisher = {Springer Vieweg},
  address   = {Wiesbaden},
  issn      = {1436-3011},
  doi       = {10.1365/s40702-021-00720-4},
  pages     = {507 -- 520},
  year      = {2021},
  abstract  = {Selbstbestimmtes Lernen mit Onlinekursen findet zunehmend mehr Akzeptanz in unserer Gesellschaft. Lernende k{\"o}nnen mithilfe von Onlinekursen selbst festlegen, was sie wann lernen und Kurse k{\"o}nnen durch vielf{\"a}ltige Adaptionen an den Lernfortschritt der Nutzer angepasst und individualisiert werden. Auf der einen Seite ist eine große Zielgruppe f{\"u}r diese Lernangebote vorhanden. Auf der anderen Seite sind die Erstellung von Onlinekursen, ihre Bereitstellung, Wartung und Betreuung kostenintensiv, wodurch hochwertige Angebote h{\"a}ufig kostenpflichtig angeboten werden m{\"u}ssen, um als Anbieter zumindest kostenneutral agieren zu k{\"o}nnen. In diesem Beitrag er{\"o}rtern und diskutieren wir ein offenes, nachhaltiges datengetriebenes zweiseitiges Gesch{\"a}ftsmodell zur Verwertung gepr{\"u}fter Onlinekurse und deren kostenfreie Bereitstellung f{\"u}r jeden Lernenden. Kern des Gesch{\"a}ftsmodells ist die Nutzung der dabei entstehenden Verhaltensdaten, die daraus m{\"o}gliche Ableitung von Pers{\"o}nlichkeitsmerkmalen und Interessen und deren Nutzung im kommerziellen Kontext. Dies ist eine bei der Websuche bereits weitl{\"a}ufig akzeptierte Methode, welche nun auf den Lernkontext {\"u}bertragen wird. Welche M{\"o}glichkeiten, Herausforderungen, aber auch Barrieren {\"u}berwunden werden m{\"u}ssen, damit das Gesch{\"a}ftsmodell nachhaltig und ethisch vertretbar funktioniert, werden zwei unabh{\"a}ngige, jedoch synergetisch verbundene Gesch{\"a}ftsmodelle vorgestellt und diskutiert. Zus{\"a}tzlich wurde die Akzeptanz und Erwartung der Zielgruppe f{\"u}r das vorgestellte Gesch{\"a}ftsmodell untersucht, um notwendige Kernressourcen f{\"u}r die Praxis abzuleiten. Die Ergebnisse der Untersuchung zeigen, dass das Gesch{\"a}ftsmodell von den Nutzer*innen grundlegend akzeptiert wird. 10 \% der Befragten w{\"u}rden es bevorzugen, mit virtuellen Assistenten - anstelle mit Tutor*innen zu lernen. Zudem ist der Großteil der Nutzer*innen sich nicht dar{\"u}ber bewusst, dass Pers{\"o}nlichkeitsmerkmale anhand des Nutzerverhaltens abgeleitet werden k{\"o}nnen.},
  language  = {de}
}