Deriving projects from the organisational vision using the Vision-to-Projects (V2P) Framework

Organisations initiate and execute projects at an ever-increasing ratein order to achieve their strategic intentions. Many of these, however,find it difficult to measure the contribution that these projects maketowards the realisation of the organisational vision. In order to effectthese changes in a cumulatively beneficial way, a holistic approachis needed. The Vision-to-Projects (V2P) Framework was developed tofacilitate such an approach and can be applied to all organisationaltypes. This article shows how participatory action research was appliedin the development of the V2P Framework. While largely validatingthe theoretical framework, it did indeed reveal several beneficialmodifications to improve its applicability. The main results of this research are twofold. It firstly provides organisations with a framework that can be used to derive projects from the organisational vision and strategies, thereby ensuring continuous alignment. Secondly, it shows the successful use of participatory action research in the field of project management thathas been dominated, thus far, by quantitative research methods

Insights into Positionality and the Voicing of Indigeneity in Research : Towards a Critical Theory of Inbetweenness

Western empirical research holds to rules and guidelines informed by the natural sciences, positivism, deductive reasoning, objectivity and precise measures as gold standards of inquiry. Contrasting this worldview, the relational qualities and interconnections essential to Indigenous research are seen as problematic that must acquiesce to the norms of scientific observation. This paper draws upon the literature of key Indigenous researchers and the author’s insights from situated experiences and examine the ways in which the Indigenist paradigm challenges empirical standards in relation to positionality. That is, addressing the struggles of the ‘insider’ and ‘outsider’ standpoints, speaking to the dilemmas of identity, and negotiating the space in-between cultures (Kaomea, 2014). The question of insider and outsider even among Indigenous researchers can be regarded as a space of solvency and richness. The paper contends that with truth and reconciliation and the international recognition of Indigenous rights comes the need to strengthen and politicise Indigenous voices in all its forms. It is especially pressing in the area of knowledge development and dissemination. We share our stories of walking between worlds and reflect on our work experiences across nations. In the end, we hope to advance interest in the narratives affirming Indigenous research as relational, contextual, spiritual and situational.Peer reviewe

A Design Theory for Certification Presentations

Prior information system research remains inconsistent of the effects of system certifications. In their current use, certifications are often reduced to graphical seals. This approach fails to incorporate detailed assurance information emanating from the certification process. To address this gap, we adopt a design science approach and deploy a four-phase research design to clarify how to design impactful IS certification presentations. First, we identify sources of users’ limited understanding of seals and formulate a design proposal for a certification presentation by drawing upon the elaboration likelihood model. In the second phase, we formulate and validate a set of design meta- requirements and guidelines to improve certification presentation, using cognitive load theory and Toulmin’s model of argumentation as kernel theories. In the third phase, new certification presentations that comply with the proposed guidelines are developed and evaluated for their effectiveness. We show that presentations that augment seal-based certification presentations with richer assurance information improve certification effectiveness. This increases users’ assurance and trust perceptions when the presentations align with the users’ cognitive information processing needs in ways that reduce their cognitive load and enhance argument quality of assurance information

The impact of a digitally enhanced peer learning program on peer teacher students’ academic performance: a study developed under Educational Design Research

21st century educational systems are expected to provide effective solutions to ever-lasting Education challenges, such as how to facilitate the way learners learn as well as to current issues of an ever-changing world permeated both by technological development and an urge of human attributes stemming from affective and social skills. Under the principles of social constructivism, peer learning seems to be a flexible solution for educational challenges, for encouraging learners’ autonomy, engagement and collaboration skills as well as for welcoming the incorporation of innovating strategies and digital technologies. According to literature review, extensive benefits of peer learning have been found under the affective, social, and cognitive dimensions, although more scientific evidence is needed to assess its impact on learners’ academic performance. This PhD project tries to provide a valid contribution to the scientific and educational communities, based on finding that the recognized potential of peer learning can be more systematically explored within the realm of teaching and learning practice in basic and secondary education. Under the methodological framework of Educational Design Research, this study aims to develop a digitally enhanced prototype of a peer learning program in the scope of English as a Foreign Language curricula for basic and secondary education and assess the impact of peer teacher students’ (PTS) voluntary participation under the cognitive (as for metacognitive skills), affective (regarding motivation), and social dimensions (considering collaborative and communicative skills). Results are expected to find evidence of peer learning positive impact on PTSs’ academic performance and facilitate its dissemination.publishe

What influences the speed of prototyping? An empirical investigation of twenty software startups

It is essential for startups to quickly experiment business ideas by building tangible prototypes and collecting user feedback on them. As prototyping is an inevitable part of learning for early stage software startups, how fast startups can learn depends on how fast they can prototype. Despite of the importance, there is a lack of research about prototyping in software startups. In this study, we aimed at understanding what are factors influencing different types of prototyping activities. We conducted a multiple case study on twenty European software startups. The results are two folds, firstly we propose a prototype-centric learning model in early stage software startups. Secondly, we identify factors occur as barriers but also facilitators for prototyping in early stage software startups. The factors are grouped into (1) artifacts, (2) team competence, (3) collaboration, (4) customer and (5) process dimensions. To speed up a startups progress at the early stage, it is important to incorporate the learning objective into a well-defined collaborative approach of prototypingComment: This is the author's version of the work. Copyright owner's version can be accessed at doi.org/10.1007/978-3-319-57633-6_2, XP2017, Cologne, German

Transparent reporting of multivariable prediction models for individual prognosis or diagnosis: checklist for systematic reviews and meta-analyses (TRIPOD-SRMA)

Most clinical specialties have a plethora of studies that develop or validate one or more prediction models, for example, to inform diagnosis or prognosis. Having many prediction model studies in a particular clinical field motivates the need for systematic reviews and meta-analyses, to evaluate and summarise the overall evidence available from prediction model studies, in particular about the predictive performance of existing models. Such reviews are fast emerging, and should be reported completely, transparently, and accurately. To help ensure this type of reporting, this article describes a new reporting guideline for systematic reviews and meta-analyses of prediction model research

Dagstuhl News January - December 2005

"Dagstuhl News" is a publication edited especially for the members of the Foundation "Informatikzentrum Schloss Dagstuhl" to thank them for their support. The News give a summary of the scientific work being done in Dagstuhl. Each Dagstuhl Seminar is presented by a small abstract describing the contents and scientific highlights of the seminar as well as the perspectives or challenges of the research topic

RATING SCALES FOR COLLECTIVE INTELLIGENCE IN INNOVATION COMMUNITIES:WHY QUICK AND EASY DECISION MAKING DOES NOT GET IT RIGHT

The increasing popularity of open innovation approaches has lead to the rise of various innovation platforms on the Internet which might contain 10.000s user-generated ideas. However, a company’s absorptive capacity is limited regarding such an amount of ideas so that there is a strong need for mechanism to identify the best ideas. Extending previous decision management research we focus on analyzing effective idea rating and selection mechanisms in online innovation communities and underlying explanations. Using a multi-method approach our research comprises a web-based rating experiment with 313 participants evaluating 24 ideas from a real-world innovation community, data from a survey measuring rating satisfaction of participants, and idea ratings from an independent expert jury. Our findings show that, despite its popular use in online innovation communities, simple rating mechanisms such as thumbs up/down rating or 5-star rating do not produce valid idea rankings and are significantly outperformed by the multi-attribute scale