Track Description

Digitisation is changing both the way we learn at the workplace and the demands made on the training of tomorrow’s workforce. But not only individuals, also organisations need to evolve to be successful in the digital age. The track “Digital Education & Capabilities” intends to provide a platform to discuss current research on these topics, for example from a business, economic, organizational, social, technological and societal perspective. We are looking forward to the submission of conceptual-theoretical, design-oriented or behaviour-oriented contributions.

The track welcomes research on the topic “Digital Education”, which deals with the influence of digitalization 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, via flipped classroom to SPOCs or MOOCs, in which the learning process takes place entirely via digital platforms. In addition, questions also arise about the competences and skills that learners in the digital age need, in order to be successful on the job market and how these competences 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, organisations are also faced with the challenge of developing digital capabilities. On the one hand, it is a matter of recognising the opportunities offered by digitisation, building up appropriate skills and adapting business processes and business models. On the other hand, new risks also arise with digitisation. In digital value chains, control over exchanged data can quickly be lost and critical knowledge can exit the organisation. 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 diruptive technologies such as artificial intelligence (AI), virtual and augmented realities, etc.

Possible Topics

● Digital competences and how to foster them

● New approaches to teaching in the era of digitalization

● Open educational resources (e.g., effective integration and quality assurance)

● SPOCs, MOOCs, and other novel form of learning (e.g., comparions between different forms of learning and ways to enhance participation / graduation rate)

● AI-based systems in education

● Serious gaming, and gamification

● Dark side of digitizing education

● Digital workspaces and knowledge management

● AI-based systems for workplace learning

● Development of hybrid intelligence between humans and AI-based systems

● Design, integration, and maintenance of digital workspaces

● Nudging learning at the (digital) workplace

● Tutoring systems/pedagogical agents at the workplace

● Virtual and agumented learning

● Awareness Raising for new technologies

● Awareness for risks of digitalisation

● Awareness for cybersecurity risks

● Integration into digital supply chains

● Impact of digitalisation on business models

● Impact of digitalization on business processes


Track Chairs

Isabella Seeber

University of Innsbruck

Isabella Seeber is an Assistant Professor at the Information Systems, Production Management and Logistics Department at the University of Innsbruck, Austria. Her research focuses on investigating the effects of digital nudges in idea convergence and selection processes, crowdsourcing innovation, and exploring how conversational agents augment human intelligence and decision making. Her research has appeared 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

University of Kassel

Matthias Söllner is Full Professor and Chair for Information Systems and Systems Engineering as well as Director of the interdisciplinary Research Center for IS Design (ITeG) at University of Kassel. His research focuses on understanding and designing successful digital innovations in domains such as higher education and vocational training. His research has been published by journals such as MIS Quarterly (Research Curation), Journal of Information Technology, European Journal of Information Systems, and Business & Information Systems Engineering. A recent ranking of more than 2,800 business professors in the German-speaking area lists him as #68 in terms of research output between 2014 and 2018.

Stefan Thalmann

University of Graz

Stefan Thalmann is Full Professor for Business Analytics and Data Science as well as Director of the Business Analytics and Data Science Center at University of Graz. He works on Business Analytics, Knowledge Management, Knowledge Protection, Technology Enhanced Learning and Data Driven Decision Support. He published over 70 peer-reviewed publications and regularly serves as PC member and track chair in international conferences and journals.

Associate Editors

• Andrea Back, University of St. Gallen, Switzerland

• Markus Bick, ESCP Berlin, Germany

• Michael H. Breitner, Leibniz University Hannover, Germany

• Mateusz Dolata, University of Zurich, Switzerland

• Susanne Durst, TU Tallinn, Estonia

• Nora Fteimi, University of Passau, Germany

• Martin Gersch, Free University of Berlin, Germany

• Karin Graeslund, RheinMain University of Applied Sciences, Germany

• Thomas Grisold, University of Liechtenstein

• Sebastian Hobert, University of Göttingen, Germany

• Ronald Maier, University of Vienna & University of Innsbruck, Austria

• Viktoria Pammer-Schindler, TU Graz, Austria

• Jan Pawlowski, Ruhr West University of Applied Sciences, Germany

• Niels Pinkwart, HU Berlin, Germany

• Birgit Pitscheider, University of Innsbruck, Austria

• Roman Rietsche, University of St.Gallen, Switzerland

• Michael Scholz, Deggendorf Institute of Technology, Germany

• Eric Schoop, Technical University Dresden, Germany

• Sofia Schöbel, University of Kassel, Germany

• Stefan Smolnik, FernUniversität in Hagen, Germany