Dirk Schneckenberg

Web 2.0 and the empowerment of the knowledge worker

Purpose – The purpose of this paper is to discuss the potential of Web 2.0 technologies for knowledge management and to explore how corporate governance models influence the adoption of Web 2.0 for organisational learning and knowledge exchange.Design/methodology/approach – The paper begins with a literature review to understand the phenomenon of Web 2.0. It introduces the opposing governance models of hierarchical pyramids and flat pancakes to assess barriers and leverage factors for the implementation of Web 2.0 technologies as a knowledge management system which is based on collaboration and the flow of information in networks; this discourse includes concepts for the nature of knowledge and decision‐making processes. Finally, the potential of Web 2.0 to drive empowerment of knowledge workers is discussed.Findings – The potential of Web 2.0 technologies to act as a lever for organisational learning and knowledge exchange depends on the degree of openness, freedom, and employee empowerment in corporate ...

Business model innovation – state of the art and future challenges for the field

Business model innovation is receiving increased attention in corporate practice and research alike. We propose in this article a role‐based approach to categorize the literature and argue that the respective roles of explaining the business, running the business, and developing the business can serve as three interrelated perspectives to present an overview of the current business model innovation field and to accommodate the selected contributions of this special issue. We refer to contributions from entrepreneurship, innovation and technology management, and corporate strategy to explicate the three elaborated perspectives and to summarize the main contents of the special issue articles. We conclude by reflecting on main theoretical challenges for studies on business model innovation which stem from the uncertain boundaries of the phenomenon, and we propose some theoretical stances and analytic levels to develop future avenues for research.

Understanding the real barriers to technology-enhanced innovation in higher education

Background: Academic staff have a key role to play in the innovation efforts of universities aiming to exploit the potential of web-based learning technologies. Although learning technologies are an important building block of educational innovation, the eLearning adoption rate of European academic staff appears disappointing. The majority of curricula in European universities are stalled in the traditional pedagogical model of knowledge transmission, which continues to dominate teaching and learning. Purpose: This conceptual paper explores underlying structural and cultural barriers to technology-enhanced innovation in higher education. Sources of evidence: Starting from the underdeveloped state of eLearning in European universities, the paper challenges arguments that visible barriers such as technical issues, budget constraints or lack of interest in technology amongst academic staff represent the actual reasons for the slow advancement of learning technologies in university curricula. Main argument: The paper argues that the lack of faculty interest and engagement for eLearning are visible symptoms for deeply rooted causes, which hinder current innovation efforts of universities. It explores theoretical viewpoints for structural peculiarities of universities, motivational and habitual traits of academic staff, and long-standing cultural values in the academic community in an attempt to understand their impact on technology-enhanced innovation in higher education. Conclusions: The real dilemma for eLearning innovation is caused by macro-level influence factors that even committed universities can hardly overcome at institutional level. University leaders have to take the underlying innovation barriers into account when they try to engage academic staff for the use of learning technologies. With a realistic view on existing limitations, institutional eLearning adoption efforts have to be tailored to serve real learning needs and motivations of academic staff; and they have to consider specific goals and contexts within different universities.

Overcoming Barriers for eLearning in Universities--Portfolio Models for eCompetence Development of Faculty.

This paper explores the role that eCompetence of faculty members play in the integration of eLearning in higher education. Learning technologies have the potential to enhance educational innovation, but the eLearning adoption rate of faculty in universities is so far disappointing. The motivation and capability of faculty to use information and communication technologies (ICT) in teaching and learning is influenced by competence development measures and wider institutional incentives that universities offer. The paper presents the findings of an international survey on eCompetence measures for faculty in 23 universities. Results show that traditional ICT training courses do not sufficiently motivate faculty to acquire the required competences and to engage in eLearning. Universities have to create innovative portfolios for faculty development which extend both the scope and breadth of formal training with non-formal measures like communities of practice, peer groups and networks. Beyond these competence development measures, institutional incentives like eLearning rewards and career opportunities for eLearning champions increase the motivation of faculty to sustainably use learning technologies for their courses. [ABSTRACT FROM AUTHOR]

An Exploration of Business Model Development in the Commercialization of Technology Innovations

Research on business model development has focused on the relationships between elements of value conceptualization and organization having a linear sequence in which business models are first designed and then implemented. Another stream of research points to business model development with these elements interacting in a cyclical manner. There is a need to improve our understanding of the connective mechanisms and dynamics involved in business model development, particularly from the challenging perspective of commercializing innovations. The aim of this paper was to explore business model development during the commercialization of innovations through a case‐based qualitative study. This study found from four case studies that specific elements of business model development, representative of the conceptualization of value and organizing for value creation, integrate in a dynamic and cyclical process in the commercialization of technology innovations. The study provides empirical evidence that adds new insights to literature on sequential and more interactive processes of business model development. It also contributes to literature on business model development and particularly how it relates to the commercialization of innovations.

Web 2.0 and the shift in corporate governance from control to democracy

This paper discusses the adoption of web 2.0 technologies to enhance knowledge flows within and across companies. Its original contribution is to explore how corporate governance models influence the use of web 2.0 tools for knowledge sharing. The knowledge management literature is revisited to understand how social mechanisms determine the use of technologies in corporate environments. This review is followed by a synthetic view on web 2.0 technologies and their use in business. The paper concludes that the potential of web 2.0 technologies to foster collaboration depends on corporate governance structures that companies establish for decision making. The empowerment of employees is a necessary precondition for successfully implementing web 2.0-based information systems. Recommendations are given to change governance structures and to create liberal work cultures that foster the use of web 2.0 for knowledge sharing.

Introduction: Changing Cultures in Higher Education

Twelve years have passed since Peter Drucker made his threatening prediction for the future of universities. But, while we have left the twentieth century behind us, the university as an institution has been quite stable in its capacity to adapt and serve society – and continues to do so today. One proof for the evolution of higher education institutions can be found in the great diversity of institutional forms higher education displays, which range from small colleges and universities of applied science to complex university systems and from private colleges to global online universities. This way, universities are responding to the challenges and opportunities inherent in a modern world as they are evolving to serve new purposes in rapid changing times. However, scholars and academic practitioners believe that revolution, but not evolution, is the paradigm, which coherently characterizes the required changes in the higher education landscape (see e.g. Chaps 4 and 5).

Open evaluation of new product concepts at the front end of innovation: objectives and contingency factors

The proliferation of innovation contests has fostered community-based idea evaluation as an alternative to expert juries to filter and select new product concepts at the fuzzy front end of corporate R&D innovation. We refer to this phenomenon as open evaluation, as all registered participants can engage in jury activities like voting, rating, and commenting. While previous research on innovation contests and user engagement includes participant-based evaluation, the investigative focus so far has not been on this phenomenon. Access to jury activities in open evaluation practice contradicts innovation theory, which recommends careful selection procedures to establish expert juries for assessing new product concepts. Additionally, little is known about contingency factors that influence the performance and acceptance of open evaluations results. To address these two questions on the objectives and contingency factors for open evaluation of new product concepts, this study applies exploratory multiple-case research of open evaluation in nine innovation contests. Data collection encompassed expert interviews and complementary sources of evidence. Results indicate that firms pursue six distinct objectives to support participant-based generation and selection of new concepts. In addition, eight contingency factors influence the performance of open evaluation and the acceptance of its results. Finally, results showed open evaluation output to efficiently complement jury decisions in filtering and selecting ideas for new product development.

Open innovation and knowledge networking in a multinational corporation

Purpose – The purpose of this paper is to inquire how large multinational firms can develop and implement knowledge-sharing measures that move their corporate strategy towards the open innovation paradigm, since open innovation becomes increasingly important as source for competitive advantage. Design/methodology/approach – We review the literature on open innovation and combine it with a single case study of one multinational firm that is gradually implementing its open innovation strategy. We pay special attention to the development and usage of a collaborative IS infrastructure that is deployed to create a culture of openness and to support knowledge networking amongst the workforce. Findings – The in-depth case study demonstrates that managers have to balance a complex interplay of human and IT components to make open innovation happen. Measures taken to foster openness and knowledge exchange inside the firm include developing managerial innovation capabilities, creating communities and networks aroun...

Easy, Collaborative and Engaging--The Use of Cloud Computing in the Design of Management Classrooms.

Background: Cloud computing has recently received interest in information systems research and practice as a new way to organise information with the help of an increasingly ubiquitous computer infrastructure. However, the use of cloud computing in higher education institutions and business schools, as well as its potential to create novel learning environments remains an underresearched topic. Purpose: To address the research gap, this paper investigates how the capabilities of cloud computing have fostered collaborative learning processes of students in the design of management classrooms. The research project has taken place in a three-year period and has covered five post-graduate knowledge management classes, which have been situated in the context of business education. Research design and sources of evidence: I have used an illustrative case study of five knowledge management classes as research design to explore and describe interconnections between methods of social constructionism and cloud computing properties which enhance collaborative learning experiences of students in the classroom. To develop a theoretical background for the case study, I first review literature on constructivist and experiential learning, new management profiles, and information systems. In the empirical part of the case study, I have observed the experimental blending of constructivist learning methods and the cloud computing platform Google Apps for Education in three post-graduate classes and two Executive Master of Business Administration classes on the topic of knowledge management. For the data collection, I have focused on collaboration processes to understand how students have used various cloud computing tools to work together, and how their usage has affected interaction and reflection in the observed courses. Results: Findings show that collaborative properties of cloud computing, when they are undergirded by methods of social constructionism, influence learning factors on cognitive, emotional, spatial and group levels and lead to substantial changes in teacher/student roles and behaviours. The ease-of-use, playfulness and immediacy of cloud platforms creates collaborative learning spaces and has the potential to foster lateral thinking and problem solving of students in the classroom. Conclusions and contribution: By illuminating mutual interrelations between learning factors, constructivist principles and cloud computing properties, the paper enriches the literature on the innovative use of information system technologies in universities and business schools. The paper provides, in addition, practice-oriented insights for pedagogical and methodological choices that undergird the capabilities of cloud platforms to foster collaborative learning processes of students in higher education institutions.