Digital Education & Capabilities
Digitization is changing both the way we learn in the workplace and the demands placed on the training of tomorrow's workforce. But not only individuals, but also organizations must evolve to be successful in the digital age. The track "Digital Education & Capabilities" is intended to provide a platform for discussing current research on these topics, for example from a (business) economic, organizational, social, technological and societal perspective. We welcome the submission of conceptual-theoretical, design-oriented or behavioral contributions. The track welcomes research on "Digital Education" that deals with the impact of digitization on (higher) education. This includes both the influence of digital tools on the design of the teaching-learning process, starting with smaller blended learning solutions, flipped classrooms, and SPOCs or MOOCs, where the learning process is completely digital. In addition, questions also arise about the competencies and skills that learners in the digital age need in order to be successful in the labor market and how these competencies and skills can be systematically built up (e.g. embedded in an existing teaching-learning process or through dedicated, new course or qualification offerings). In this context, organizations also face the challenge of building digital capabilities. On the one hand, this involves recognizing the opportunities offered by digitization, building up appropriate skills and adapting business processes and business models. On the other hand, digitization also brings with it new risks. In digital value chains, for example, control over exchanged data can quickly be lost and critical knowledge can flow away. New cybersecurity challenges are also emerging. Companies must therefore build up capabilities to deal with both the challenges and the potential of digitization. Companies must design and manage digital workplaces in such a way that employees can develop their skills and the organization develops the necessary capabilities to tap into this knowledge. In this context, the Track particularly welcomes research with disruptive technologies such as artificial intelligence (AI), virtual and augmented realities, etc.
Matthias Söllner is full professor and chair holder for business informatics and system development as well as director of the interdisciplinary research center for IS design (ITeG) at the University of Kassel. His research focuses on understanding and designing successful digital innovations in areas such as higher education and vocational training. His research has been published by journals such as MIS Quarterly (Research Curation), Journal of the Association for Information Systems, Journal of Information Technology, European Journal of Information Systems and Business & Information Systems Engineering. A recent ranking of more than 2,800 economics professors in German-speaking countries puts him in 68th place in terms of research output between 2014 and 2018.
Isabella Seeber is Assistant Professor at the Institute for Information Systems, Production Management and Logistics at the University of Innsbruck, Austria. Her research focuses on investigating the impact of digital nudges in idea convergence and selection processes, innovation through crowdsourcing, and how conversational agents influence human intelligence and decision making. Her research has been published in journals such as Journal of Management Information Systems, Decision Support Systems, Computers in Human Behavior, Information & Management, and Group Decision and Negotiation.
Matthias Söllner ist ordentlicher Professor und Lehrstuhlinhaber für Wirtschaftsinformatik und Systementwicklung sowie Direktor des interdisziplinären Forschungszentrums für IS-Design (ITeG) an der Universität Kassel. Seine Forschung konzentriert sich auf das Verständnis und die Gestaltung erfolgreicher digitaler Innovationen in Bereichen wie der Hochschul- und Berufsbildung. Seine Forschung wurde von Zeitschriften wie MIS Quarterly (Research Curation), Journal of the Association for Information Systems, Journal of Information Technology, European Journal of Information Systems und Business & Information Systems Engineering veröffentlicht. Ein kürzlich erstelltes Ranking von mehr als 2.800 Wirtschaftsprofessoren im deutschsprachigen Raum führt ihn in Bezug auf den Forschungsoutput zwischen 2014 und 2018 auf Platz 68.
Stefan Thalmann is Full Professor for Business Analytics and Data Science and Director of the Center for Business Analytics and Data Science at the University of Graz. He is involved in business analytics, knowledge management, knowledge protection, technology-enhanced learning and data-driven decision support. He has published over 70 peer-reviewed publications and is a regular PC member and track chair in international conferences and journals.
- Andrea Back, Universität St. Gallen, Schweiz
- Markus Bick, ESCP Berlin, Deutschland
- Michael H. Breitner, Leibniz Universität Hannover, Deutschland
- Mateusz Dolata, Universität Zürich, Schweiz
- Susanne Durst, TU Tallinn, Estland
- Nora Fteimi, Universität Passau, Deutschland
- Martin Gersch, Freie Universität Berlin, Deutschland
- Karin Graeslund, Hochschule RheinMain, Deutschland
- Thomas Grisold, Universität Liechtenstein
- Sebastian Hobert, Universität Göttingen, Deutschland
- Ronald Maier, Universität Wien & Universität Innsbruck, Österreich
- Viktoria Pammer-Schindler, TU Graz, Österreich
- Jan Pawlowski, Hochschule Ruhr West, Deutschland
- Niels Pinkwart, HU Berlin, Deutschland
- Birgit Pitscheider, Universität Innsbruck, Österreich
- Roman Rietsche, Universität St.Gallen, Schweiz
- Michael Scholz, Technische Hochschule Deggendorf, Deutschland
- Eric Schoop, Technische Universität Dresden, Deutschland
- Sofia Schöbel, Universität Kassel, Deutschland
- Stefan Smolnik, FernUniversität in Hagen, Deutschland