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 - 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 - 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 - Cromwell, Johnathan R. A1 - Haase, Jennifer A1 - Vladova, Gergana T1 - The creative thinking profile BT - predicting intrinsic motivation based on preferences for different creative thinking styles JF - Personality and individual differences N2 - 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. Y1 - 2023 U6 - https://doi.org/10.1016/j.paid.2023.112205 SN - 0191-8869 SN - 1873-3549 VL - 208 PB - Elsevier Science CY - Amsterdam 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 - Renz, André A1 - Vladova, Gergana T1 - Reinvigorating the discourse on Human-Centered artificial intelligence in educational technologies JF - Technology Innovation Management Review N2 - 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. KW - Artificial intelligence KW - educational technology KW - intelligent tutoring systems KW - human-centered AI KW - design for value approach Y1 - 2021 U6 - https://doi.org/doi: 10.22215/timreview/1438 SN - 1927-0321 IS - 11 SP - 5 EP - 16 PB - Talent First Network CY - Ottawa ER - TY - JOUR A1 - Bahrs, Julian A1 - Vladova, Gergana T1 - Produktpiraterie : Prävention statt Reaktion Y1 - 2009 SN - 1438-4426 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 - 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 -