Communications of The Ais
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#2Christian WagnerH-Index: 50
Last. Helen S. Du (GDUT: Guangdong University of Technology)H-Index: 10
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#1Thomas GrisoldH-Index: 6
#2Jan vom BrockeH-Index: 60
Last. Katharina StelzlH-Index: 5
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#1Frederik von BrielH-Index: 8
#2Jan C. ReckerH-Index: 60
Last. Paul Alpar (Philipp University of Marburg)H-Index: 8
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This report documents the outcomes of a professional development workshop (PDW) held at the 40th International Conference on Information Systems in Munich, Germany. The workshop’s goal was to identify how information systems (IS) researchers can contribute to enriching the understanding of digital entrepreneurship—that is, the intersection of digital technologies and entrepreneurship. The PDW assembled numerous IS researchers working on different aspects of digital entrepreneurship. Jointly, we ...
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#2Yolande E. ChanH-Index: 24
Last. Jan C. Recker (UHH: Universität Hamburg)H-Index: 60
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At ICIS 2019, the College of Senior Scholars appointed a committee to investigate diversity in the editorial boards of their Basket of Eight Journals. Editorial board diversity is a signal that the journal is open to and inclusive of all authors. The committee compared the gender, regional and ethnic diversity of the editorial boards to that of AIS Academic members of the AIS. This comparison showed that the journals overall have fewer female members than might be reasonably expected, that edito...
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Last. Suzy Atfield-CuttsH-Index: 3
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Shifting to remote learning during times of a crisis, such as the COVID-19 pandemic, is very different from well-planned online learning. This paper highlights the experience of shifting to remote learning and outlines lessons learned from the experience. The COVID-19 pandemic brought a wholly new educational context, which uncovered problems such as; course delivery & assessment; communication & misinformation; and technology limitations. This highlights a gap in research on rapid mid-term shif...
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In this paper, we describe how a Danish problem-based learning university adapted to the circumstances surrounding the coronavirus disease of 2019 (COVID-19) pandemic Our findings reveal that digital problem-based learning mitigated some negative consequences that appeared with the lockdown and resulting shift to 100 percent online teaching While students prefer the traditional face-to-face teaching mode due to the energy, variation, and socialization associated with on-campus learning, we obser...
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#1Jonny HolmströmH-Index: 20
#2Johan MagnussonH-Index: 6
Last. Magnus MähringH-Index: 17
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There is increasing interest in how digital innovation is facilitated and enacted in networks of diverse actors, i.e. heterogenous networks. However, while there is considerable evidence that firms can build key capabilities through engagement with external partners, we find a dearth of studies on how digital innovation is orchestrated in situations where an academic unit plays a facilitating role in the heterogenous network. We address this question employing a dynamic capabilities approach, an...
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#1Gerit WagnerH-Index: 6
#2Julian PresterH-Index: 3
Last. Guido SchryenH-Index: 18
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The coronavirus disease of 2019 (COVID-19) pandemic has necessitated a transition to online courses, prompting widespread consequences for higher education Ensuring academic integrity poses a serious concern in these circumstances Drawn from my experiences teaching online programming courses, I discuss the considerable and manifold flaws in our current anti-cheating measures I propose a series of strategies that instructors can pursue to make assessments more resilient to cheating Although there...
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