Sustainable business models: integrating employees, customers and technology

This Special Issue of the Journal of Business & Industrial Marketing has the same title as the 23rd International Conference CBIM 2018 (June 18-20, 2018, Madrid, Spain) “Sustainable Business Models: Integrating Employees, Customers and Technology”. In this edition of International Conference, following a competitive blind review process, papers from 126 authors and 25 countries were ultimately accepted. The best papers of the Conference were invited to submit to this Special Issue and we were also open to direct submissions from other authors. We present here the 17 accepted papers for publication in this Special Issue

The Quantified Relationship

The growth of self-tracking and personal surveillance has given rise to the Quantified Self movement. Members of this movement seek to enhance their personal well-being, productivity, and self-actualization through the tracking and gamification of personal data. The technologies that make this possible can also track and gamify aspects of our interpersonal, romantic relationships. Several authors have begun to challenge the ethical and normative implications of this development. In this article, we build upon this work to provide a detailed ethical analysis of the Quantified Relationship. We identify eight core objections to the QR and subject them to critical scrutiny. We argue that although critics raise legitimate concerns, there are ways in which tracking technologies can be used to support and facilitate good relationships. We thus adopt a stance of cautious openness toward this technology and advocate the development of a research agenda for the positive use of QR technologies

Make Your Escape: Experiences with Gamified Library Programming

To increase student engagement, the Humboldt State University Library ventured into the realm of gamified programming, exploring several strategies with the goal of trans- forming library outreach and instruction. Our efforts range from simple outreach to highly structured information literacy instruction and workshops that use gamification to encourage students to engage with knowledge practices and dispositions outlined in the ACRL Framework for Information Literacy for Higher Education. Using gamified activities in library instruction led us to create lesson plans that are purely game-based, including escape room drop-in sessions where students race against the clock to solve a series of puzzles in order to “escape” the room. This model aimed to promote collaboration and problem-solving skills through inquiry-based learning

Digital Transformation: Book of Abstracts at BOBCATSSS 2021 Virtual Conference, 21st-22nd January 2021, Porto

This Book of Abstracts provides an overview of all selected papers, Pecha Kucha and posters that will be presented at BOBCATSSS 2021 Virtual Conference on "Digital Transformation" (https://bobcatsss2021.sciencesconf.org/). The conference is jointly organized by the Porto Accounting and Business School - Porto Polytechnic (ISCAP), Portugal, University of Library Studies and Information Technologies (ULSIT), Sofia, Bulgaria and University of Leon, Spain. BOBCATSSS is an international annual symposium which addresses hot topics for librarians and information professionals in a fast-changing environment. It is created by and for students, teachers, researchers and professionals in the information field. BOBCATSSS is held under the auspices of BOBCATSSS Association (https://bobcatsss.info/, former EUCLID (European Association for Library and Information Education and Research). It is a tradition which has been passed on from one European country to another since 1993, providing a rich professional conference, accompanied by numerous opportunities for networking, personal exchanges, discussions, and learning. The 29th conference of BOBCATSSS is a virtual edition, due to the COVID-19 worldwide crisis. This year, we have chosen “DIGITAL TRANSFORMATION” as the theme for BOBCATSSS 2021. Information and communication technologies have a great impact on society, namely concerning the immediacy of access to information, the constant increase in the available information volume, the automation of services, the dematerialization of processes, the change in supports and formats, the attention to the client and changes in the behaviour of individuals. These impacts are also felt in the way people interact with information, in professional, academic, personal and playful terms. Soon, half of the consumers will be digital natives, and this will force the digital transformation in organizations, creating new opportunities for change, including in organizational, cultural and legal standards. Digital transformation as an effect of a process marked by the influence of ICT in society will influence changes in every social dimension, including business models and in the way they develop, with ICT and, inseparably, information, having a leading role in any organization. According to Rogers (2016)1 and Herbert (2017)2, it is possible to identify five domains where the digital transformation takes place, and which are based on the transversal use of ICT: 1. Customers, who interact dynamically with organizations 2. Competition, which impliesa differentiation of organizations in relation to the consumer / final customer 3. Information, which due to its essential nature for the business, whether structured or not, will require an increasingly strict management 4. Innovation, focusing on the development of new ideas 5. Value, which becomes volatile in the face of market demand.info:eu-repo/semantics/publishedVersio

Entire Issue Vol. 11 No. 2

SLIS Director\u27s Report By Stacy L. Creel, Ph.D., Associate Professor and Director Spotlight—Faculty, Spotlight—Alum From the GAs, Congratulations SLIS Students, Congratulations SLIS Alum A Collection Analysis of the Tana Hoban Papers in the de Grummond Children’s Literature Collection The role the LGBTQ+ Community Plays in Preserving Their Own History: The Rise of LGBTQIA+ Grassroots Archives Text Complexity in Selected Newbery Medal Winners The National Gallery of Art Library: A Collection Analysis of an Art Library’s Digital Collection Storyville: A Study of Artifacts Social Media Engagement Across Public Libraries in Monroe County: A Webometric Study Selection of Fall 2022 Master’s Project Poster

Implementing data-driven systems for work and health: The role of incentives in the use of physiolytics

Following the recent success of health wearable devices (smartwatches, activity trackers) for personal and leisure activities, organizations have started to build digital occupational health programs and data-driven health insurance around these systems. In this way, firms or health insurance companies seek to both support a new form of health promotion for their workforce/clients and to take advantage of large amounts of collected data for organizational purposes. Still, the success in the implementation of wearable health devices (also known as physiolytics) in organizational settings is entirely dependent on the individual motivation to adopt and use physiolytics over time (since organizations cannot establish a mandated use). Therefore, organizations often use incentives to encourage individuals to participate in such data-driven programs. Yet, little is known about these mechanisms that serve to align the interests of an organization with the interests of a group of individuals. This is an important challenge because these incentives may blunder the frontiers between what is voluntary and what is not. Against this background, this thesis aims, from a critical realist perspective, to build general knowledge regarding incentives in physiolytics-centered organizational programs. By doing so, individuals may be able to recognize challenges linked to participation in such programs; organizations may create sensible incentives; policymakers may identify new social issues that appear with this form of digitalization in organizations; and, finally, researchers may investigate new practical and social challenges regarding digitalization in organizations. In concrete terms, the first explorative phase of the thesis shows that feedback, gamification features and financial incentives are the most implemented incentives in physiolytics-centered organizational programs. There is also an overrepresentation of financial incentives for data-health plans, indicating that health insurance companies are building their strategy on external motivators. A second, more explanatory phase serves to further explore these types of incentives and specify recommendations by taking a higher perspective than normative views, so that it is possible to create more alternative managerial strategies or develop other policy perspectives. This part principally shows that the most influential incentives on user behavior are the ones that are transparent, that stimulate individual empowerment, and that propose defined benefits. In terms of contributions, this thesis allows individuals to evaluate how their autonomy and integrity is impacted by incentives in such data-driven programs. This thesis also outlines the necessity for organizations to invest time and resources to know their audience. Organizations additionally need to develop several strategies, by mixing incentives or gradually introducing them. Policymakers must ensure that regulations permit the clear consent of participants; guarantee a proportionality of incentives, and involve entities that can guide individuals through data-sharing. Finally, this thesis enables researchers to further investigate how organizations can develop appropriate and desirable environments regarding data-driven technology, so that individuals may enhance their decision-making processes and organizations may succeed in their implementation

Games, Simulations, Immersive Environments, and Emerging Technologies

International audienceThis entry presents an overview of advanced technologies to support teaching and learning. The use of innovative interactive systems for education has never been higher. Far from being just a trend, the objective is to use the current technology to cover educational needs and create relevant pedagogical situations. The arguments in their favor are generally their positive effects on learners’ motivation and the necessity to provide learning methods adapted to our growing digital culture. The new learning technologies and emerging trends are first reviewed hereunder. We thus define and discuss learning games, gamification, simulation, immersive environments and other emerging technologies. Then, the current limits and remaining scientific challenges are highlighted

ICT and gamified learning in tourism education: a case of South African secondary schools

Tourism is often introduced as a subject in formal education curricula because of the increasing and significant economic contribution of the tourism industry to the private and public sector. This is especially the case in emerging economies in Asia and Africa (Hsu, 2015; Mayaka & Akama, 2015; Cuffy et al., 2012). Tourism in South Africa – which is the geographical setting of this research – is recognised as a key economic sector. At secondary level, tourism has been widely introduced at schools throughout South Africa since 2000 and has experienced significant growth (Umalusi, 2014). Furthermore, information and communication technology (ICT) has rapidly penetrated public and private sectors of the country. ICT affords novel opportunities for social and economic development, and this has especially been observed in the fields of both tourism and education (Anwar et al., 2014; Vandeyar, 2015). Yet, the many uses and implications of ICT for tourism education in South Africa are unclear and under-theorised as a research area (Adukaite, Van Zyl, & Cantoni, 2016). Moreover, engagement has been identified as a significant indicator of student success in South Africa (Council for Higher Education, 2010). Lack of engagement contributes to poor graduation rates at secondary and tertiary institutions in South Africa (Strydom et al., 2010; Titus & Ng’ambi, 2014). A common strategy to address lack of student engagement is introducing game elements into the learning process: the so-called gamification of learning (Kapp, 2012). The majority of research in this field has been conducted in more economically advanced and developed regions, and there is a paucity of research in emerging country contexts. It is argued that gamification can be effectively utilised also in these contexts to address learner engagement and motivation. This study aims to contribute in this respect: firstly, by investigating the extent to which ICT supports tourism education in South African high schools through the lenses of Technology Domestication Theory (Habib, 2005; Haddon, 2006) and Social Cognitive Theory (Bandura, 1977). Secondly, the study aims to examine gamified learning acceptance within tourism education in a developing country context. The research assimilates three separate studies. Study 1. The Role of Digital Technology in Tourism Education: A Case Study of South African Secondary Schools The study was designed as an exploratory analysis, based on 24 in-depth interviews (n=24) with high school tourism teachers and government officials. An analysis reveals that teachers recognize ICT as essential in exposing students to the tourism industry. This is especially the case in under-resourced schools, where learners do not have the financial means to participate in tourism activities. However, ICT is still limited in its integration as a pedagogical support tool. The major obstacles toward integration include: technology anxiety, lack of training, availability of resources, and learner resistance to use their personal mobile devices. Study 2. Raising Awareness and Promoting Informal Learning on World Heritage in Southern Africa. The Case of WHACY, a Gamified ICT-enhanced Tool The goal of the study was to present the World Heritage Awareness Campaign for Youth (WHACY) in Southern Africa. A campaign was dedicated to raise awareness and foster informal learning among Southern African youth about the heritage and sustainable tourism. The campaign employed an online and offline gamified learning platform, which was supported by a dedicated website, Facebook page, wiki and offline materials. In one year of operation the campaign reached more than 100K audience. For the evaluation of the campaign, a mixed methods approach was used: focus groups with students (n=9), interviews (n=19) and a survey with teachers (n=209). The study attempted to assess user experience in terms of engagement and conduciveness to learning and explored the possibility of a gamified application to be integrated into the existing high school tourism curriculum. The perspectives of South African tourism students and teachers were here considered. Study 3. Teacher perceptions on the use of digital gamified learning in tourism education: The case of South African secondary schools. The study is quantitative in nature and investigated the behavioural intention of South African tourism teachers to integrate a gamified application within secondary tourism education. Data collected from 209 teachers were tested against the research model using a structural equation modelling approach. The study investigated the extent to which six determined predictors (perceptions about playfulness, curriculum relatedness, learning opportunities, challenge, self-efficacy and computer anxiety) influence the acceptance of a gamified application by South African tourism teachers. The study may prove useful to educators and practitioners in understanding which determinants may influence gamification introduction into formal secondary education

Games as (not) culture: a critical policy analysis of the economic agenda of Horizon 2020

This article presents a critical examination of European policy in relation to gamification. We begin by describing how gamification “traveled” as an idea, evolving from controversial yet persuasive buzzword to legitimate policy priority. We then focus on how gamification was represented in Horizon 2020: the flagship European Research & Development program from 2014 to 2020, worth nearly €80 billion of funding. The article argues that the ethically problematic aspects of gamification were removed through a process of policy capture that involved its assimilation in an established European network of research and small and medium enterprise (SME) actors. This process of “ethical neutering” is also observable in the actual funding calls, where the problematic assumptions of gamification around agency and manipulation are made invisible through a superficial commitment to vague and ill-defined criteria of responsible research and innovation