Kickass Companies:Leveraging business models with great leadership

This paper is based on a study of 755 Danish SMEs and further in-depth case studies of 12 of these. Itsobjective was to identify a model of components and relationships among the very best, most efficient,high-performing SMEs. We call these Kickass Companies. The result is a model made up of six interrelated dimensions, which together illustrate what makes up a Kickass Company:You need willpowerYou need to be there for your customersYou strive to be the bestSuccess is a “we thing”You need to be able to accelerateUse motivating KPIsFollowing these six dimensions might not be a guarantee of success, and not all components will be implementable in all types of companies. However, the empirical evidence here suggests that, if companies think along these lines of doing business, their probability of success will be higher than otherwise

Booster Cards: A Practical Tool for Unlocking Business Model Innovation

Business model innovation, whether it being BM design or reconfiguration, is a difficult task both to enact and to teach/apply. In this paper we describe the use of booster cards to enhance the process and how the booster cards help both students and practitioners better grasp the innovation process

Learning Perspectives on Digital Embodied Creativity Training

As training is increasingly digitalised in general education it becomes relevant to evaluate this new medium for learning. This is particularly true in the field of embodied creativity training because of its strong focus on the embodiment of creative skills. This paper evaluates potential levels of competence development when using a digital embodied creativity training program and it discusses the related themes of motivation for and transfer of learning. It finds that while digital embodied creativity training, through its gamification possibilities, might increase personal engagement and motivation inside and outside the classroom, the training should reflect relatable situations to real-life experiences to increase the transfer effect. The opportunity for skills acquisition from distance learning seems paramount, even though digital embodied creativity training may not support all educational aims right now, as some skills may be easier to acquire in face-to-face training settings. Further improvements in technology could change this in the near future. The paper stresses the need for further research on this emerging topic of digital embodied creativity training.peer-reviewe

Online Gamified Training for Business Innovation:Examining an Embodied Gamified E-learning Module on Creativity

This article examines the use of a novel method of delivery of creativity training: a gamified embodied e-learning module for teaching the creative skills fundamental for practical business innovation. The e-module “Academy for Creativity” is examined as an out-of-class study activity for creativity training using interviews with focus groups of students, questionnaires on a larger group of students and individual interviews with teachers. The results reveal embodied gamified e-learning on creativity as a potential for increasing student motivation and engagement as well as a potential for advancing and increasing focus and student time spent on the deliberate practice of creativity as part of business innovation studies. The results also present recommendations for how to implement embodied gamified e-learning on creativity as a natural part of classes on business innovation.peer-reviewe