TY - JOUR A1 - Sultanow, Eldar A1 - Vladova, Gergana A1 - Weber, Edzard T1 - Overcoming communication barriers for CMC in enterprises Y1 - 2009 SN - 978-0-615-30358-1 ER - TY - JOUR A1 - Vladova, Gergana A1 - Bahrs, Julian T1 - Wissenstransfer als Mittel der internen Unternehmenskommunikation BT - eine explorative Untersuchung in neun internationalen Unternehmen JF - Handbuch prozessorientiertes Wissensmanagment Y1 - 2014 SN - 978-3-95545-026-7 SP - 37 EP - 47 PB - GITO CY - Berlin ER - TY - JOUR A1 - Vladova, Gergana A1 - Bahrs, Julian T1 - Wissenstransfer als Mittel der internen Unternehmenskommunikation : eine explorative Untersuchung in neun internationalen Unternehmen Y1 - 2009 SN - 978-3-88579-239-0 ER - TY - JOUR A1 - Vladova, Gergana A1 - Adelhelm, Silvia T1 - Informal knowledge flows in open innovation : both a blessing and a curse? Y1 - 2009 SN - 978-952-214-767-7 ER - TY - JOUR A1 - Vladova, Gergana A1 - Weber, Edzard T1 - Bedarf von KMU für anwendergerechte Aufbereitung von Norminhalten Y1 - 2009 SN - 0722-2912 ER - TY - JOUR A1 - Bahrs, Julian A1 - Vladova, Gergana T1 - Produktpiraterie : Prävention statt Reaktion Y1 - 2009 SN - 1438-4426 ER - TY - JOUR A1 - Eppinger, Elisabeth A1 - Vladova, Gergana T1 - Intellectual property management practices at small and medium-sized enterprises JF - International journal of technology management N2 - 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. KW - IP management KW - intellectual property rights KW - IPR KW - IP strategy KW - patents KW - pharmaceutical industry KW - practice theory KW - small and medium-sized enterprise KW - SME Y1 - 2013 U6 - https://doi.org/10.1504/IJTM.2013.050244 SN - 0267-5730 VL - 61 IS - 1 SP - 64 EP - 81 PB - Inderscience Enterprises Ltd CY - Geneva ER - TY - CHAP A1 - Vladova, Gergana A1 - Jennifer, Haase A1 - Stricker, Dennis T1 - Acceptance in Human-Robot Interaction BT - user's personality and the anthropomorphic design of the robot as influencing factors N2 - 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. Y1 - 2022 CY - Sydney ER - TY - JOUR A1 - Ullrich, Andre A1 - Vladova, Gergana T1 - Weighing the Pros and Cons of Engaging in Open Innovation JF - Technology Innovation Management Review N2 - 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. KW - open innovation KW - open innovation participation KW - self-assessment tool KW - risks KW - benefits KW - entrepreneurship KW - SMEs Y1 - 2016 SN - 1927-0321 VL - 8 SP - 34 EP - 40 PB - Carleton University Graphic Services CY - Ottawa ER - TY - JOUR A1 - Scheel, Laura A1 - Vladova, Gergana A1 - Ullrich, André T1 - The influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning JF - International journal of educational technology in higher education N2 - 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. KW - Digital learning KW - Technology acceptance model KW - Digital competences KW - Self-organization KW - Independent learning KW - Higher education Y1 - 2022 U6 - https://doi.org/10.1186/s41239-022-00350-w SN - 2365-9440 VL - 19 IS - 44 PB - Springer CY - Cham ER - TY - JOUR A1 - Vladova, Gergana A1 - Ullrich, André A1 - Bender, Benedict T1 - Chancen und Grenzen digitaler Lehre an Hochschulen aus Studierendenperspektive BT - Empirische Befunde und Gestaltungshinweise JF - HMD : Praxis der Wirtschaftsinformatik N2 - 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. Y1 - 2021 U6 - https://doi.org/https://doi.org/10.1365/s40702-021-00796-y SN - 2198-2775 SN - 1436-3011 VL - 58 SP - 1313 EP - 1326 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Vladova, Gergana A1 - Heuts, Alexander A1 - Teichmann, Malte T1 - Dem Mitarbeiter zu Diensten T1 - At the Service of the Employee BT - Weiterbildung und Qualifizierung als Personennahe Dienstleistung BT - Further Training and Qualification as a Personal Service JF - HMD : Praxis der Wirtschaftsinformatik N2 - 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 Zielgröße anzusehen. Dies geschieht jedoch nur, wenn die Mitarbeiter als Partner gesehen werden, deren Bedürfnisse und Verständnis nachhaltig berücksichtigt werden. Dieser Beitrag schlägt vor diesem Hintergrund einen Ansatz vor, Weiterbildung als Personennahe Dienstleistung zu realisieren. Dafür wird zuerst ein skizzenhafter Überblick über 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 Beschäftigte die digitale Transformation ihres Unternehmens und daraus resultierende Bedarfe betrieblicher Weiterbildung wahrnehmen. Darauf basierend werden drei aktuelle Paradoxe abgeleitet, die mit einer Durchführung von Weiterbildung als Personennahe Dienstleistung verhindert werden können. Empfehlungen und Lösungsansätze werden hierzu diskutiert und weiterer Forschungsbedarf abgeleitet. N2 - The further training and qualification of employees are central success factors of digital change. The central challenge is to offer these customized services and not to presuppose acceptance, but rather to regard it as a target value. However, this will only happen if the employees are seen as partners and their needs and understanding are taken into account in the long term. Against this background, this article proposes an approach to realize further education as a personal service. For this purpose, a brief outline of the basic competence requirements of digital change is given first. Afterwards, the current situation of in-company continuing training in the digital transformation will be examined. A quantitative survey was conducted over a period of six months to determine how employees perceive the digital transformation of their company and the resulting needs for continuing vocational training. Based on this, three current paradoxes are derived, which can be prevented by conducting continuing education as personal service. Recommendations and solutions will be discussed and further research is needed. KW - Digitale Transformation KW - Kompetenzentwicklung KW - Weiterbildung KW - Industrie 4.0 KW - Personalisierung KW - Personennahe Dienstleistungen KW - Digital transformation KW - Competence development KW - Further education KW - Industry 4.0 KW - Personalization KW - Personal service Y1 - 2021 U6 - https://doi.org/doi.org/10.1365/s40702-020-00626-7 SN - 1436-3011 SN - 2198-2775 IS - 57 SP - 710 EP - 721 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Teichmann, Malte A1 - Vladova, Gergana A1 - Gronau, Norbert T1 - Conception of subject-oriented learning BT - ameso-didactic design framework for learning scenarios for manufacturing JF - SSRN eLibrary / Social Science Research Network N2 - 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. KW - subject-oriented learning KW - learning scenario for manufacturing KW - didactic framework KW - action problems KW - didactic concept Y1 - 2023 U6 - https://doi.org/10.2139/ssrn.4457995 SN - 1556-5068 PB - Social Science Electronic Publ. CY - [Erscheinungsort nicht ermittelbar] ER - TY - JOUR A1 - Ullrich, André A1 - Vladova, Gergana A1 - Eigelshoven, Felix A1 - Renz, André T1 - Data mining of scientific research on artificial intelligence in teaching and administration in higher education institutions BT - a bibliometrics analysis and recommendation for future research JF - Discover artificial intelligence N2 - 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. Y1 - 2022 U6 - https://doi.org/10.1007/s44163-022-00031-7 SN - 2731-0809 VL - 2 PB - Springer CY - Cham ER - TY - THES A1 - Vladova, Gergana T1 - Wissensmanagement im Kontext der Interdependenzen zwischen Unternehmenskultur und beruflicher kultureller Prägung N2 - Neben der vorherrschenden Unternehmenskultur existieren innerhalb der Organisationen unterschiedliche Subkulturen. Eine solche Subkultur - die berufliche - ist im Kontext dieser Arbeit von Bedeutung. Ihr Einfluss auf das Individuum in Form einer sekundären Sozialisation fängt in der Regel noch vor dem Eintritt im Unternehmen an und kann je nach Dauer der Einflussnahme und Stärke der Unternehmens- und der Subkulturen unterschiedlich sein. Im Mittelpunkt des Buches steht die Untersuchung der Abhängigkeiten zwischen der beruflichen kulturellen Prägung der Mitarbeiter und dem Umgang mit Wissen im Unternehmenskontext. Das Buch bietet einen theoretischen Überblick über die relevanten Themenfelder, stellt die Entwicklung eines Modells der Interdependenzen zwischen Wissensmanagement, Unternehmenskultur und beruflicher Subkultur vor und diskutiert erste Ergebnisse zur empirischen Untersuchung der Interdependenzen sowie das hierzu entwickelte Instrument. Y1 - 2018 SN - 978-3-95545-223-0 PB - Gito CY - Berlin ER - TY - JOUR A1 - Gronau, Norbert A1 - Vladova, Gergana A1 - Weber, Nadja A1 - Heinze, Priscilla A1 - Weber, Edzard T1 - KMDL® v2.2 BT - Eine semiformale Beschreibungssprache zur Modellierung von Wissenskonversionen JF - Handbuch prozessorientiertes Wissensmanagment Y1 - 2014 SN - 978-3-95545-026-7 SP - 133 EP - 198 PB - GITO CY - Berlin ER - TY - JOUR A1 - Gronau, Norbert A1 - Reger, Guido A1 - Adelhelm, Silvia A1 - Bahrs, Julian A1 - Vladova, Gergana T1 - Planung und Steuerung von offenen Innovationsprozessen in Life Sciences KMUs : Pro und Contra des Know-how- Transfers über die Unternehmensgrenzen Y1 - 2009 SN - 1434-1890 ER - TY - BOOK A1 - Adelhelm, Silvia A1 - Braun, Andreas A1 - Gronau, Norbert A1 - Müller, E. A1 - Vladova, Gergana T1 - Open Innovation : Methodologische Präzisierung und praktische Umsetzung im Projekt Open Innovation in Life Sciences Y1 - 2010 SN - 978-3-8396-0141-9 ER - TY - JOUR A1 - Vladova, Gergana A1 - Ullrich, André A1 - Bender, Benedict A1 - Gronau, Norbert T1 - Students’ acceptance of technology-mediated teaching – How it was influenced during the COVID-19 Pandemic in 2020 BT - A study from Germany JF - Frontiers in psychology / Frontiers Research Foundation N2 - 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. KW - COVID-19 KW - digital learning KW - discipline differences KW - e-learning KW - TAM KW - technology acceptance KW - technology-mediated teaching KW - university teaching Y1 - 2020 U6 - https://doi.org/10.3389/fpsyg.2021.636086 SN - 1664-1078 VL - 12 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Haase, Jennifer A1 - Vladova, Gergana A1 - Bender, Benedict T1 - Dating on a different stage, but with the same habits BT - an analysis of offline vs. online dating behavior JF - PsyArXiv N2 - 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. KW - Online behavior KW - Online Dating KW - Data Privacy KW - Self-esteem KW - Tinder Y1 - 2022 U6 - https://doi.org/10.31234/osf.io/kj68b IS - 245 ER -