Aligning Monitoring and Compliance Requirements in Evolving Business Networks

Dynamic business networks (BNs) are intrinsically characterised by change. Compliance requirements management, in this context, may become particularly challenging. Partners in the network may join and leave the collaboration dynamically and tasks over which compliance requirements are specified may be consequently delegated to new partners or backsourced by network participants. This paper considers the issue of aligning the compliance requirements in a BN with the monitoring requirements they induce on the BN participants when change (or evolution) occurs. We first provide a conceptual model of BNs and their compliance requirements, introducing the concept of monitoring capabilities induced by compliance requirements. Then, we present a set of mechanisms to ensure consistency between the monitoring and compliance requirements when BNs evolve, e.g. tasks are delegated or backsourced in-house. Eventually, we discuss a prototype implementation of our framework, which also implements a set of metrics to check the status of a BN in respect of compliance monitorability

Kontinuierliche Evaluation von Nachschulungsprogrammen

Verkehrspsychologische Nachschulungen stellen Maßnahmen zur Rehabilitierung von im Straßenverkehr auffälligen Kraftfahrerlnnen dar. Diese gesetzlich verankerten psychologischen lnterventionsprogramme werden mit hohem Aufwand konzipiert und sind bei der täglichen Durchführung mit beträchtlichen Kosten verbunden. Daraus ergibt sich die Notwendigkeit, die Effektivität der Nachschulungsmodelle durch eine wissenschaftliche Evaluation zu klären. Um die Effektivität der Nachschulungskurse der AAP (Austrian Applied Psychology) zu überprüfen wurde eine Fragebogenstudie mit Pre-Posttest-Designs durchgeführt. Die Ergebnisse der Alkoholkurse zeigen positive Auswirkungen hinsichtlich Einstellungsänderung, spezifischer Selbstwirksamkeitserwartung, interner Attributionen, Wissen und Gesamtbeurteilung

The service dominant business model : a service focused conceptualization

Existing approaches on business model tools are constrained by the goods dominant way of doing business. Nowadays, the shift from goods based approaches towards a service dominant strategy requires novel business model tools specially focused for service business. In this report we present the service dominant business model: a business model conceptualization and tool to design and analyze business models for the service dominant business landscape

Designing a tool for service-dominant strategies using action design research

Both academic research and industrial practice recognize difficulties in translating the principles of service-dominant (S-D) business logic into actionable insights for practitioners, particularly when considering S-D logic at the strategic level. To address this problem, this paper focuses on the conceptualization, formulation, and communication of an S-D business strategy. From the theoretical standpoint, we conceptualize the elements of an S-D strategy by filtering the scattered literature about S-D strategy and business models through the lenses of traditional views of business strategy. From the practical standpoint, we develop a tool embedding our conceptual development to support practitioners in the formulation and communication of S-D strategy. While traditional strategy tools take a value chain perspective, our tool helps to position the focal organization at the center of a complex ecosystem of partners who are co-creating value. Following the principles of action design research, the tool is developed and evaluated in close collaboration with practice in a case study in the financial services industry. Consequently, this paper contributes both to the conceptual and the practical operationalization of S-D logic at the strategic level

Lifelong Learning as a goal - Do autonomy and self-regulation in school result in well prepared pupils?

Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom instruction variables on concrete determinants for these LLL components. Participants in the present study were 2266 fifth, sixth and seventh graders from 125 classrooms. Multi-level analyses showed that perception of autonomy in the classroom is associated with pupils’ motivational beliefs, and that perception that a classroom promotes self-determined performance and self-reflection of learning is a predictor of pupils' monitoring and assessment of learning. Additionally, the extent of perceived autonomy is an important factor in the reduction of gender differences in motivation. The results indicate the importance of providing pupils with appropriate learning contexts to better prepare them for successful LLL