@article{SultanowVladovaWeber2009, author = {Sultanow, Eldar and Vladova, Gergana and Weber, Edzard}, title = {Overcoming communication barriers for CMC in enterprises}, isbn = {978-0-615-30358-1}, year = {2009}, 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} } @inproceedings{VladovaJenniferStricker2022, author = {Vladova, Gergana and Jennifer, Haase and Stricker, Dennis}, title = {Acceptance in Human-Robot Interaction}, address = {Sydney}, year = {2022}, abstract = {This paper aims to contribute to exploring the design possibilities of robots for use in human-robot interaction. In an experiment, we investigate the influence of the human's personality and the robot's design, especially its humanization, on its acceptance. We use the Almere model, the Big 5 personality traits, and the anthropomorphic gestalt variants to build the foundation for our investigation. The assumption that an anthropomorphized robot variant would, in principle, be preferred to the standard variant when a natural choice is enforced could not be evidenced in our experiment. This allows for the interpretation that anthropomorphism does not necessarily lead to intentional perception and, consequently, does not guarantee that it can automatically generate acceptance.}, language = {en} } @article{UllrichVladova2016, author = {Ullrich, Andre and Vladova, Gergana}, title = {Weighing the Pros and Cons of Engaging in Open Innovation}, series = {Technology Innovation Management Review}, volume = {8}, journal = {Technology Innovation Management Review}, publisher = {Carleton University Graphic Services}, address = {Ottawa}, issn = {1927-0321}, pages = {34 -- 40}, year = {2016}, abstract = {The positive aspects of open innovation projects are widely discussed in innovation management research and practice by means of case studies and best practices. However, enterprises, particularly small and medium-sized enterprises (SMEs) also face miscellaneous challenges in open innovation practice, leading to uncertainty and even renunciation of open innovation project participation. Thus, it is essential for SMEs to find the right balance between possible positive effects and negative consequences - the latter being the less studied "dark sides" of open innovation. However, appropriate methods of finding this balance are still lacking. In this article, we discuss the assessment of open innovation project participation by presenting a weighing and decision process framework as a conceivable solution approach. The framework includes an internal, external, and integrated analysis as well as a recommendation and decision phase. Piece by piece, we investigate the current situation and the innovation goals of the enterprise as an initial point for a decision for or against engaging in open innovation. Furthermore, we discuss the development of a software tool that automatically applies this framework and allows self-assessment by SMEs.}, language = {en} } @article{ScheelVladovaUllrich2022, author = {Scheel, Laura and Vladova, Gergana and Ullrich, Andr{\´e}}, title = {The influence of digital competences, self-organization, and independent learning abilities on students' acceptance of digital learning}, series = {International journal of educational technology in higher education}, volume = {19}, journal = {International journal of educational technology in higher education}, number = {44}, publisher = {Springer}, address = {Cham}, issn = {2365-9440}, doi = {10.1186/s41239-022-00350-w}, pages = {33}, year = {2022}, abstract = {Despite digital learning disrupting traditional learning concepts and activities in higher education, for the successful integration of digital learning, the use and acceptance of the students are essential. This acceptance depends in turn on students' characteristics and dispositions, among other factors. In our study, we investigated the influence of digital competences, self-organization, and independent learning abilities on students' acceptance of digital learning and the influence of their acceptance on the resistance to the change from face-to-face to digital learning. To do so, we surveyed 350 students and analyzed the impact of the different dispositions using ordinary least squares regression analysis. We could confirm a significant positive influence of all the tested dispositions on the acceptance of digital learning. With the results, we can contribute to further investigating the underlying factors that can lead to more positive student perceptions of digital learning and build a foundation for future strategies of implementing digital learning into higher education successfully.}, language = {en} } @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} } @misc{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 = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe}, number = {160}, issn = {1867-5808}, doi = {10.25932/publishup-58907}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-589077}, 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{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} } @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} }