@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{VladovaWeber2009, author = {Vladova, Gergana and Weber, Edzard}, title = {Bedarf von KMU f{\"u}r anwendergerechte Aufbereitung von Norminhalten}, issn = {0722-2912}, year = {2009}, language = {de} } @article{VladovaUllrichBender2021, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Bender, Benedict}, title = {Chancen und Grenzen digitaler Lehre an Hochschulen aus Studierendenperspektive}, series = {HMD : Praxis der Wirtschaftsinformatik}, volume = {58}, journal = {HMD : Praxis der Wirtschaftsinformatik}, publisher = {Springer}, address = {Wiesbaden}, issn = {2198-2775}, doi = {https://doi.org/10.1365/s40702-021-00796-y}, pages = {1313 -- 1326}, year = {2021}, abstract = {The design of qualitative, excellent teaching requires collaboration between teachers and learners. For this purpose, face-to-face teaching benefits from a long-standing tradition, while digital teaching is comparatively still at the beginning of its dissemination. A major developmental step toward the digitization of teaching was achieved in the context of university teaching during the Covid 19 pandemic in spring 2020, when face-to-face teaching was interrupted for months. During this time, important insights into the opportunities and limitations of digital teaching were gained. This paper presents selected results of a study conducted at four German universities and with 875 responses in spring 2020. The study uncovers opportunities and limitations of digital teaching from the students' perspective and against the background of their experience in the completely digital semester. The results are used as a basis for deriving design guidelines for digital teaching and learning offerings. Based on a model for analyzing the design of teaching and learning formats, these indications are structured according to the elements learners, teachers, teaching content, environment and teaching style.}, language = {de} } @article{TeichmannVladovaGronau2023, author = {Teichmann, Malte and Vladova, Gergana and Gronau, Norbert}, title = {Conception of subject-oriented learning}, series = {SSRN eLibrary / Social Science Research Network}, journal = {SSRN eLibrary / Social Science Research Network}, publisher = {Social Science Electronic Publ.}, address = {[Erscheinungsort nicht ermittelbar]}, issn = {1556-5068}, doi = {10.2139/ssrn.4457995}, pages = {6}, year = {2023}, abstract = {Competence development must change at all didactic levels to meet the new requirements triggered by digitization. Unlike classic learning theories and the resulting popular approaches (e.g., sender-receiver model), future-oriented vocational training must include new learning theory impulses in the discussion about competence acquisition. On the one hand, these impulses are often very well elaborated on the theoretical side, but the transfer into innovative learning environments - such as learning factories - is often still missing. On the other hand, actual learning factory (design) approaches often concentrate primarily on the technical side. Subject-oriented learning theory enables the design of competence development-oriented vocational training projectsin learning factories in which persons can obtain relevant competencies for digitization. At the same time, such learning theory approaches assume a potentially infinite number of learning interests and reasons. Following this, competence development is always located in an institutional or organizational context. The paper conceptionally answers how this theoryimmanent challenge is synthesizable with the reality of organizationally competence development requirements.}, language = {en} } @article{UllrichVladovaEigelshovenetal.2022, author = {Ullrich, Andr{\´e} and Vladova, Gergana and Eigelshoven, Felix and Renz, Andr{\´e}}, title = {Data mining of scientific research on artificial intelligence in teaching and administration in higher education institutions}, series = {Discover artificial intelligence}, volume = {2}, journal = {Discover artificial intelligence}, publisher = {Springer}, address = {Cham}, issn = {2731-0809}, doi = {10.1007/s44163-022-00031-7}, pages = {18}, year = {2022}, abstract = {Teaching and learning as well as administrative processes are still experiencing intensive changes with the rise of artificial intelligence (AI) technologies and its diverse application opportunities in the context of higher education. Therewith, the scientific interest in the topic in general, but also specific focal points rose as well. However, there is no structured overview on AI in teaching and administration processes in higher education institutions that allows to identify major research topics and trends, and concretizing peculiarities and develops recommendations for further action. To overcome this gap, this study seeks to systematize the current scientific discourse on AI in teaching and administration in higher education institutions. This study identified an (1) imbalance in research on AI in educational and administrative contexts, (2) an imbalance in disciplines and lack of interdisciplinary research, (3) inequalities in cross-national research activities, as well as (4) neglected research topics and paths. In this way, a comparative analysis between AI usage in administration and teaching and learning processes, a systematization of the state of research, an identification of research gaps as well as further research path on AI in higher education institutions are contributed to research.}, language = {en} } @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{VladovaHeutsTeichmann2021, author = {Vladova, Gergana and Heuts, Alexander and Teichmann, Malte}, title = {Dem Mitarbeiter zu Diensten}, series = {HMD : Praxis der Wirtschaftsinformatik}, journal = {HMD : Praxis der Wirtschaftsinformatik}, number = {57}, publisher = {Springer}, address = {Wiesbaden}, issn = {1436-3011}, doi = {doi.org/10.1365/s40702-020-00626-7}, pages = {710 -- 721}, year = {2021}, abstract = {Die Weiterbildung und Qualifizierung der Mitarbeiter sind zentrale Erfolgsfaktoren des digitalen Wandels. Die zentrale Herausforderung besteht darin, diese maßgeschnitten anzubieten sowie notwendige Akzeptanz nicht vorauszusetzen, sondern ebenso als Zielgr{\"o}ße anzusehen. Dies geschieht jedoch nur, wenn die Mitarbeiter als Partner gesehen werden, deren Bed{\"u}rfnisse und Verst{\"a}ndnis nachhaltig ber{\"u}cksichtigt werden. Dieser Beitrag schl{\"a}gt vor diesem Hintergrund einen Ansatz vor, Weiterbildung als Personennahe Dienstleistung zu realisieren. Daf{\"u}r wird zuerst ein skizzenhafter {\"U}berblick {\"u}ber grundlegende Kompetenzanforderungen des digitalen Wandels gegeben. Danach wird die aktuelle Situation betrieblicher Weiterbildung in der digitalen Transformation beleuchtet. Hierzu wurde in einem Zeitraum von sechs Monaten im Rahmen einer quantitativen Untersuchung erhoben, wie Besch{\"a}ftigte die digitale Transformation ihres Unternehmens und daraus resultierende Bedarfe betrieblicher Weiterbildung wahrnehmen. Darauf basierend werden drei aktuelle Paradoxe abgeleitet, die mit einer Durchf{\"u}hrung von Weiterbildung als Personennahe Dienstleistung verhindert werden k{\"o}nnen. Empfehlungen und L{\"o}sungsans{\"a}tze werden hierzu diskutiert und weiterer Forschungsbedarf abgeleitet.}, language = {de} } @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{VladovaAdelhelm2009, author = {Vladova, Gergana and Adelhelm, Silvia}, title = {Informal knowledge flows in open innovation : both a blessing and a curse?}, isbn = {978-952-214-767-7}, year = {2009}, 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} }