Chair ofBusiness information systems
The main objective of the BIS team in teaching is that students should be able to understand how firms are using information systems as well as information and communication technologies to transform business models, develop new strategies, innovate with new services and products and achieve operational excellence. Within the various programmes at ESCP Campus Berlin, we tailor the BIS related learning objectives and learning content specifically to the learners’ needs.
- Prof. Dr. Markus Bick
Our research and publications cover the main topics in Business Information Systems and Digitization. Within these areas we currently focus on:
- Digital Competences of the individual and the firm
- Social Knowledge Environments and Crowd Knowledge
- Social Media and Networks
MOONLITE aims to develop cross-national cooperation services to explore larger-scale uptake of MOOCs in Europe as well as creating learning and collaboration opportunities for refugees, stakeholders and MOOC providers in member states. In general MOONLITE contributes to the further improvement of educational offerings to refugees both by HEI and in cross-regional collaboration. As such the MOONLITE project boosts the use of MOOCs to:
- widen and improve the HEIs teaching for registered HEI students (1st mission)
- create new educational pathways for refugees (serving society, 3rd mission)
- build entrepreneurial and language skills among those two groups
The ReOPEN project directly aims to develop validated non-formal open learning practices allowing for transparent recognition of skills, qualifications and competences by education providers and employer organizations, to facilitate learning, recognition and employability.F Know More
We offer the following courses:
- Digital transformation
- Operation Management & Business Information Systems
- Business Simulation Game
- Big Data
- Global Knowledge Management
- Business Simmulation Game
Executive Master in
Digital Innovation and Entrepreneurial Leadership
- Technological Fundamentals of Digital Innovation
In our research we mainly focus on the effective and efficient design and utilization of information systems by individuals, groups, enterprises, and society for the improvement of social welfare. By that, our research is multi-disciplinary orientated, covering important peripheral or complementary areas as well if developments in the field of business information systems are affected. Examples cover interdependencies with the fields of social media, digital business and transformation etc. Our main objective is to gather theoretical knowledge, methods, tools and intersubjectively comprehensible findings regarding modern digital information systems and technologies. In doing so, we apply methods and tools from various disciplines and sciences, if needed developing them further, to analyse, design, implement, or manage modern information systems as well as information and communication technologies in the digital age.
Crowd Knowledge is constituted by the collaborative efforts of dispersed users to aggregate and enrich information. Social Knowledge Environments provide tools that facilitate processes leading to the creation and utilization of crowd knowledge. The pervasion of networks and communication technology fostered the implementation and use of crowd-based methods in our everyday life.
As Crowd Knowledge presents a cost-efficient and anytime available approach to process information and even gain knowledge, a multitude of interesting possibilities and use cases arises. In our research, we focus on two aspects. First, we aim to define crowd knowledge and establish an artefact framework to support technical interoperability as well as provide a basis for scientifically consistent analyses and discussion of crowd-based approaches. The second research area is the understanding of the effect of presented crowd knowledge artefact attributes onto users’ perception and selection, depending on the personal relevance. The exchange of complex information between persons with a high variety of educational backgrounds is common in both healthcare and consulting. Therefore, those fields often present a fertile environment for our research.
Digital competences in a working context are an increasingly popular but rather unexplored field of research. Given that current research on digitization`s impact on workforce is mainly driven by macroeconomic studies dealing with aggregated indicators such as the unemployment rate, our focus is placed on investigating the individual employee level.
In our first paper on this topic (Murawski and Bick 2017), we elaborate on the current understanding of digital competences based on extant literature and find that there is a lack of both sound definitions and distinctions to related concepts such as IT skills (the so-called jargon jungle). We examine and discuss further research opportunities and conclude by providing a first draft of a research agenda. In our second paper on digital competences (Murawski and Bick 2017), we focus on required competences for a specific ‘digital’ occupation, namely big data professionals. For this, we analyse online job ads by making use of a text mining approach (i.e., a topic model). Additionally, for gaining a better understanding of the short supply of data professionals on the labour market, we investigate what competences are imparted through data-related master`s programmes by conducting a content analysis on master’s programmes curricula. Through comparing required and imparted competences we can identify different ‘gaps’ for different competence areas and discuss related implications.
Current research projects aim at exploring required digital competences of employees in knowledge-intense industries and in identifying organizational requirements which are prerequisites for unfolding individual digital competences.
Adaptive gamification is an emerging and fast-growing research stream, that enhances traditional gamification approaches with user-centered, personalized and adaptive incentive mechanisms, tailored to a specific characteristic of different users and contexts.
While game-like elements have been successfully applied to increase end-user engagement, satisfaction and task performance in different domains, the effectiveness has often been mixed, highly context specific and varied among individuals.
Therefore our research focus is to undersand how adaptive gamification appraoches can be developed to overcome such problems.
Organizational Requirements for Digital Transformation
The digital transformation has revolutionized traditional structures of the working world in less than a decade. As new connected, smart, human-centered and cloud-based technologies find their way into organizations, innovation and product life cycles shorten drastically. Established processes and business models are challenged. Thus organizations need to evolve in order to stay competitive in this VUCA (volatile, uncertain, complex and ambiguous) world. In this context, we investigate organizational requirements crucial for the advantageous use of the employees’ individual competencies for the purpose of ensuring the organization’s competitiveness. In order to answer our research question we conducted semi-structured expert interviews in the field of knowledge work. Through inductive content analysis of the interview transcripts and a review of the literature in this field we were able to identify a number of new organizational requirements to support the organization’s competitiveness in the era of digital transformation. Current research addresses new roles and positions emerging in the era of digital transformation.
MOONLITE stands for Massive Open Online courses eNhancing LInguistic and Transversal skills for social inclusion and Employability and consists of a consortium of seven European partner organizations . The Erasmus+ funded programme aims at using open online courses strategically for higher education teaching and to support refugee learning. The European researcher and expert team explores pathways that ensure the recognition of the knowledge acquired through online learning and that facilitate students´ and refugees’ access to higher educational institutions and/or to the labour market. Additionally, a tool that quantifies the financial, environmental and social contributions of online learning will be developed. The lessons learned will be published for uptake by other higher education institutions in Europe and guidelines will be provided for policy makers at governmental level in order to maximise the potential of MOOCs for both the educational system and for society.
Main contact at ESCP Berlin: Charlotte Traeger, email@example.com
ReOPEN is an Erasmus+ funded programme focussing on the Recognition of Valid and Open Learning and acknowledging that transparency and recognition of skills and qualifications facilitates learning, employability and labour mobility. The international consortium of ReOPEN consists of six partner organizations from five different countries. The project´s goal is to create instruments to develop validated Open Online Learning and thus enable the recognition of non-formal learning. It also aims at providing respective training materials for teachers and trainers in higher education, continuing education and training as well as in companies and adult learning organizations. An online platform is created to develop non-formal open learning curricula including learning validation and recognition instruments (learner credentials, digital badges, learning path recognition and assessment tools). This platform serves as the basis for future collaboration with partner institutions on the validation and recognition of their open learning courses.
Main contact at ESCP Berlin: Matthias Murawski, firstname.lastname@example.org