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  • 1. Abbas, A.
    et al.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Xiaobao, P.
    Zhao, S. L.
    Chong, R.
    Strategic framework of collaboration in knowledge transfer of high-tech industries2018In: Quality - Access to Success, ISSN 1582-2559, E-ISSN 2069-2242, Vol. 19, no 163, p. 74-80Article in journal (Refereed)
  • 2. Abbas, A.
    et al.
    Faiz, A.
    Fatima, A.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems. Örebro University.
    Reasons for the failure of government IT projects in Pakistan: A contemporary study2017In: 2017 International Conference on Service Systems and Service Management, IEEE conference proceedings, 2017Conference paper (Refereed)
    Abstract [en]

    After the introduction of information technology (IT), the government needs to take the initiative to start IT projects for the automation of government process to the citizen. Statistics show that a high number of government IT projects fail and only 15 percent e-government projects are successful. In this study, we will answer this research question, what are the reasons for failure of IT projects in the government sector organization in Pakistan and how to overcome these issues? This research was conducted through a literature review, 20 articles from journals and conferences were selected through keywords for the period of ten years from 2003 to 2013. For suggestions, we have followed the same structured search procedure. We found and select articles with our keywords, after reading abstract and conclusion. Our study has described four factors for the failure of IT projects in government sector organizations in Pakistan. These factors are Technology, Management, Politics and Finance. The technology factor can be reduced by providing latest ICT infrastructure with an expert to run and maintain it. Management issues can be resolved by hiring an experienced, skilled and highly motivated project manager to complete a project successfully. Government should make new laws and regulations to help the implementation of these projects and bureaucracy should eliminate any power struggle during and after the implementation. The budget should be allocated before the start of the project to complete it on time. Our research study has provided guidelines to policy makers for automation of government organizations in Pakistan. By considering these suggestions, successful government projects can be achieved.

  • 3. Abbas, Asad
    et al.
    Anam, Fatima
    Sunguh, Khavwandiza
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Zhang, Xuehe
    Digital rights management system in China: Challenges and Opportunities2018In: Journal of Cases on Information Technology, ISSN 1548-7717, E-ISSN 1548-7725, Vol. 20, no 1Article in journal (Refereed)
  • 4.
    Abbas, Asad
    et al.
    School of Public Affairs, University of Science and Technology of China.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Chong, Ren
    School of Public Affairs, University of Science and Technology of China.
    Framework of Collaboration in Knowledge Transfer of High Technology Industries2018In: Quality - Access to Success, ISSN 1582-2559, E-ISSN 2069-2242, Vol. 19, no 163Article in journal (Refereed)
    Abstract [en]

    Purpose - The concept of Triple Helix relates to collaboration between universities, governments and industry. Such collaboration can take different forms in different countries. This paper examines collaboration between universities and industry in China, specifically in the city of Hefei in Anhui province, one of the most rapidly developing regions in the country. In so doing, it seeks to address the research question: How does industry collaborate with universities in order to acquire commercialized knowledge?

    Design/ Methodology/ Approach - The study is qualitative, based on interviews with experts in R & D, and Intellectual Property Rights from high-tech companies based in Hefei. We analyzed our findings using a conceptual framework that focuses on Knowledge Transfer and Innovation Diffusion (Liyanage et al, 2012). Our study describes and discusses the entire process, from an initial awareness of new knowledge to its eventual acquisition.

    Findings and implications - We conclude that Chinese high-tech companies design comprehensive strategies for the acquisition of knowledge generated from external sources. These strategies are based on local, provincial and state government industrial policies that aim to support collaboration with universities and implement external knowledge in existing systems.

    Originality - Commercialized knowledge put into practice by industries for their own innovation and commercial purposes.

    Limitation - We interviewed industrial experts from three high-tech companies in the city of Hefei, which is located in an industrial area of Anhui province.

  • 5.
    Abbas, Asad
    et al.
    School of Public Affairs, University of Science and Technology of China.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Chang Barker, Katherine
    School of Public Affairs, University of Science and Technology of China.
    Xiaobao, Peng
    School of Public Affairs, University of Science and Technology of China.
    Process of knowledge transfer from universities to industry through the University of Technology Transfer Offices in China: The case of Anhui province2018In: Science and Innovation, ISSN 2409-9066, Vol. 14, no 2, p. 5-18Article in journal (Refereed)
    Abstract [en]

    Introduction. This paper focuses on knowledge generation and the way in which it is transferred from universities to industry. Most well reputed universities have several departments and university-run enterprises that engage in research. The purpose of these research units is to help universities provide breakthrough innovation through the generation of new knowledge.

    Problem Statement. For this we chose to study China's University Technology Transfer Offices (UTTOs) to gather concrete evidence of university knowledge generation for commercial use in industry. The objective of this study is get indepth information about the role of UTTOs in the transfer of such knowledge.Purpose. The generation of new knowledge contributes to the field of science and technology; in turn, industry can use this knowledge to produce new innovative products or improve existing ones. This study aims to identify the process of knowledge transfer from universities to industry in China.

    Materials and Methods. Our study was carried out as a qualitative case study in the Anhui province of China. Data was mainly collected through semi-structured interviews with technology transfer experts working in technology transfer offices. Collected data were analyzed using a knowledge transfer model with six phases: 1) awareness, 2) acquisition, 3) transformation, 4) association, 5) application, and 6) feedback.

    Results. In China, universities and their research groups dominate in the generation and commercialization of research results, with UTTOs acting as technology bridges between the two parties, as well as providing legal and business services.

    Conclusions. This paper contributes by offering a detailed description of the knowledge transfer process and specifically the role and activities of UTTOs. This research also helps Chinese and international researchers currently carrying out research on the technology transfer process in China.

  • 6. Abbas, Asad
    et al.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Xiaobao, Peng
    Ming, Wan
    University-government collaboration for the generation and commercialization of new knowledge for use in industry2019In: Journal of Innovation & Knowledge, ISSN 2444-569X, Vol. 4, no 1, p. 23-31Article in journal (Refereed)
    Abstract [en]

    The concept of Triple Helix relates to collaboration between universities, governments and industry. Such collaboration can take different forms in different countries. This paper describes collaboration between universities and government in China, specifically in the city of Hefei in Anhui province, one of the most rapidly developing regions in the country. The research question is: How can bi-lateral research collaboration be a source of knowledge generation and commercialization for use in industry?

    The study is qualitative, involving individual and group interviews with university team leaders and team members from successful projects. Government representatives in China were also interviewed. We used the SECI knowledge creation method to analyze the findings. We also describe the collaboration process from idea and application through to review, funding, realization and commercialization. Our study shows that the government in China plays a dominant role in the process of knowledge creation and commercialization. We conclude that collaboration is a source of new knowledge generation and that the government plays a key role by funding universities and creating a research environment that meets the policy requirements of industry today. In particular, we show that universities and their research groups use resources, such as skilled manpower, laboratories and equipment, to accomplish tasks within a set timeframe.

  • 7.
    Ali, Liaqut
    et al.
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    A framework for ICT-based knowledge sharing in sustainable rural development: the case of Gilgit-Baltistan, Pakistan2015In: Electronic Journal of Knowledge Management, ISSN 1479-4411, E-ISSN 1479-4411, Vol. 13, no 2, p. 103-116Article in journal (Refereed)
    Abstract [en]

    Some 50% of the people in the world live in rural areas, often under harsh conditions and in poverty. The need for knowledge of how to improve living conditions is well documented. In response to this need, new knowledge of how to improve living conditions in rural areas and elsewhere is continuously being developed by researchers and practitioners around the world. People in rural areas, in particular, would certainly benefit from being able to share relevant knowledge with each other, as well as with stakeholders (e.g. researchers) and other organizations (e.g. NGOs). Central to knowledge management is the idea of knowledge sharing. This study is based on the assumption that knowledge management can support sustainable development in rural and remote regions. It aims to present a framework for knowledge management in sustainable rural development, and an inventory of existing frameworks for that. The study is interpretive, with interviews as the primary source for the inventory of stakeholders, knowledge categories and Information and Communications Technology (ICT) infrastructure. For the inventory of frameworks, a literature study was carried out. The result is a categorization of the stakeholders who act as producers and beneficiaries of explicit and indigenous development knowledge. Stakeholders are local government, local population, academia, NGOs, civil society and donor agencies. Furthermore, the study presents a categorization of the development knowledge produced by the stakeholders together with specifications for the existing ICT infrastructure. Rural development categories found are research, funding, agriculture, ICT, gender, institutional development, local infrastructure development, and marketing & enterprise. Finally, a compiled framework is presented, and it is based on ten existing frameworks for rural development that were found in the literature study, and the empirical findings of the Gilgit-Baltistan case. Our proposed framework is divided in four levels where level one consists of the identified stakeholders, level two consists of rural development categories, level three of the knowledge management system and level four of sustainable rural development based on the levels below. In the proposed framework we claim that the sustainability of rural development can be achieved through a knowledge society in which knowledge of the rural development process is shared among all relevant stakeholders.

  • 8.
    Anderson, Mats
    et al.
    Dalarna University, School of Technology and Business Studies, Mechanical Engineering.
    Artursson Wissa, Ulrika
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Oom Gardtman, Ulf
    Dalarna University, School of Education, Health and Social Studies, Education.
    Skogbergs, Anna
    Dalarna University, School of Technology and Business Studies, Graphic Arts Technology.
    Formativ feedback i högre utbildning: Inventering, förslag och organisatorisk implementering2018Report (Other academic)
  • 9.
    Anderson, Mats
    et al.
    Dalarna University, School of Technology and Business Studies, Mechanical Engineering.
    Artursson Wissa, Ulrika
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Oom Gardtman, Ulf
    Dalarna University, School of Education, Health and Social Studies, Education.
    Skogbergs, Anna
    Dalarna University, School of Technology and Business Studies, Graphic Arts Technology.
    Formativ feedback i högre utbildning: Inventering, förslag och organisatorisk implementering2018Conference paper (Other academic)
  • 10.
    Artursson Wissa, Ulrika
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Flexible study pace, mental disabilities and e-Learning: Perceived problems and opportunities2017In: Proceedings of 16th European Conference on e-Learning, Porto, Portugal, October 26-27 2017. / [ed] Anabela Mesquita & Paula Peres, Reading, UK, 2017, p. 527-534Conference paper (Refereed)
    Abstract [en]

    Flexible study pace distant courses provide opportunities for students with disabilities to attend courses in higher educations as opposed to campus courses with fixed schedules. At least that is what we believe. This study investigates how mentally disabled students perceive taking distant courses with flexible pace and also how their teachers perceive opportunities and challenges. Flexible pace means here distant courses where students can start when they like and keep the pace they prefer. The courses in question are part of a two year program of eService Development at Dalarna University in Sweden. The program was launched in 2006 and admits ca 50-80 students each semester. Many of the students are unable to take campus courses of various reasons such as living far from universities, working daytime, etc. We sent out questionnaires to students with disabilities and to teachers asking them semi structured questions about perceived challenges and opportunities regarding the studies. The students had mental disabilities such as Dyslexia, ADHD, Asperger syndrome, Chronic Fatigue Syndrome, and Social Phobia. The answers have been analyzed qualitatively by categorizing the answers firstly in groups of challenges and opportunities and further on in sub categories. Our finding shows that the flexible aspect is especially important to students as it gives them the opportunity to adjust their studying practices to their disabilities. Our conclusions are that the flexible study pace approach (FreeStartFreePace) is suitable for students with nonlinear work. It is also useful for students with mental disabilities who could have a problem adapting to schedules and conforming procedures.

  • 11.
    Avdic, Anders
    Linköpings universitet.
    Användare och utvecklare: om anveckling med kalkylprogram1999Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    I avhandlingen behandlas förutsättningar och effekter av kalkylprogramanveckling (KPA). KPA utförs av anvecklare, som fungerar både som användare och utvecklare. Anvecklare har djup verksamhetskunskap och viss verktygskunskap. Systemet, som anvecklaren utvecklar med kalkylprogram, kallas kalkylsystem. Den grundläggande forskningsfrågan i avhandlingen är: "Vilka nya möjligheter får användare att utföra arbetsuppgifter då de själva kan bygga informationssystem?" Avhandlingens syfte är att formulera en begreppsmodell över vilka förutsättningar och effekter, som gäller för kalkylprogramanveckling.

    Avhandlingens strategi kan sägas vara kvalitativ, hermeneutisk, abduktiv och empirinära. Fyra empiriska studier har genomförts. Empiri har i stor utsträckning styrt studier av relaterad teori. Den praktikgeneriska modellen har använts som referensmodell i avhandlingen, vilket har lett till ett synsätt, som innebär att när anvecklaren anvecklar, agerar han i minst två praktiker, utvecklarpraktiken och huvudpraktiken. Varje praktik har sin uppsättning av förutsättningar, t ex kunskap, normer och verktyg.

    Den integrerade karaktären på anveckling, gör interaktivitet i utvecklingsarbetet möjlig, vilket i sin tur innebär att anvecklaren snabbt kan växla mellan utveckling och användning. Ökad verktygskunskap kan innebära att anvecklaren ökar sin verksamhetskunskap. Då anvecklarens verksamhetskunskap ökar, ökar möjligheterna att analysera och ifrågasätta verksamheten. Anveckling innebär också att hänsyn kan tas till svårformaliserbara mål och normer, samt att formalisering av tyst kunskap möjliggörs. Anveckling i en miljö med lokala nätverk förenklar möjligheterna att distribuera kalkylsystem för granskning och verifiering. Kalkylsystemets transparens underlättar analys och diskussion. I avhandlingen diskuteras anveckling som ett sätt att hantera kontinuerlig omvärldsförändring på ett sätt som kan innebära omprövning av normer i verksamheten. Då anveckling betraktas som en form av systemutveckling, skiljer sig anveckling starkt från traditionell systemutveckling i och med att anveckling kännetecknas av integration, medan traditionell systemutveckling kännetecknas av specialisering. 

  • 12.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Användare och utvecklare: om anveckling med kalkylprogram2001In: Användarperspektivet: strategier för att förstärka samspelet mellan användare och utvecklare / [ed] Bertil Olsson, Stockholm: Vinnova , 2001, p. 105-113Chapter in book (Other academic)
  • 13.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems. Örebro universitet, Handelshögskolan vid Örebro universitet.
    Arbetsintegrerad systemutveckling med kalkylprogram1995Licentiate thesis, monograph (Other academic)
  • 14.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Knowledge sharing and deliberation using a spreadsheet program: two examples from a city planning department2006Conference paper (Other academic)
  • 15.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Mediability of knowledge types: planning for a web based rorum for knowledge sharing about end user development2005In: Promote IT 2005: proceedings of the fifth conference for the promotion of research in IT at new universities and university colleges in Sweden : Borlänge, Sweden 11-13 May, 2005 / [ed] Janis Bubenko jr ..., Lund: Studentlitteratur , 2005Conference paper (Other academic)
    Abstract [en]

    The aim of the paper is to describe knowledge categories that can be used as basis for the design of a Web Based Knowledge Sharing Forum for End User Development. The objective of the Web Based Forum is to support the end-user developers when the support is needed. The problem area is situated in the intersection between End User Computing and Knowledge Management. The study is qualitative. Methods used are participant observation and document studies.

  • 16.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Pedagogik för växande människor2005In: Swedish Business School: en analys, en idé, en vision, ett förslag, en uppgift och en möjlighet / [ed] Claes Hultman; Per Frankelius, Örebro: Örebro universitet , 2005, p. 136-144Chapter in book (Other (popular science, discussion, etc.))
  • 17.
    Avdic, Anders
    Örebro universitet.
    Pedagogiskt program för Informatik2013Other (Other (popular science, discussion, etc.))
  • 18.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Problem based learning with WebCT discussion groups in higher education2004Conference paper (Refereed)
  • 19.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems. Örebro University.
    Second order interactive end user development appropriation in the public sector: Application development using spreadsheet programs2018In: Journal of Organizational and End User Computing, ISSN 1546-2234, E-ISSN 1546-5012, Vol. 30, no 1, p. 82-107Article in journal (Refereed)
    Abstract [en]

    This paper seeks to respond to the research question: How does appropriation take place in the public sector in the development of end user applications by civil servants? Appropriation is defined as taking advantage of opportunities related to the development and use of applications, when the developer has in-depth knowledge of the problem domain and is also the primary user of the application. Our results showed that public servants who have deep problem domain knowledge can take advantage of end user tools (e.g. spreadsheet programs) in the problem- solving process to solve vaguely defined problems. Appropriation is manifested in the continuous development of various ICT applications. In this paper, we differentiate between first- and second-order appropriation. First-order appropriation takes place when the potential of the development tool is appropriated by the end user. Second-order appropriation takes place when an application is continuously developed and refined in parallel with the end user’s learning process and the development of organizational requirements.

  • 20.
    Avdic, Anders
    Örebro Universitet.
    The qualitative research method approach (qurma): students guide2010Other (Other academic)
    Abstract [en]

    Qualitative methods are commonly used within the area of Electronic Government as well as other fields in social science. Among students carrying out qualitative approaches in their thesis work, qualitative studies are very common but unfortunately there is often a lack of rigor when using qualitative approaches. Method books discussing qualitative studies are frequent, but they often lack some firm advices about how to actually carry out a qualitative study. There are lots of good advices about interviews and observations. Grounded theory is often mentioned although in rather general terms. The interpretive part is not very thoroughly discussed though.

    Below we present an outline that might fill the mentioned gap somewhat.

    Our aim is to give the student a guide in carrying out the qualitative/interpretive approach. By following the ten steps below, students will not only have to prepare the study, they will also find some solid reference support for the necessary steps in the process of research.

  • 21.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    User and developer: user systems development using a spreadsheet program2002In: Issues and trends of information technology management in contemporary organizations: vol 1 / [ed] Mehdi Khosrow-Pour, Hershey, Pa: Idea Group Publishing , 2002, p. 13-16Conference paper (Other academic)
  • 22.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    User spreadsheet systems development2005In: Encyclopedia of information science and technology / [ed] Mehdi Khosrow-Pour, Hershey, PA: Idea Group Reference , 2005, p. 2967-2972Chapter in book (Other academic)
  • 23.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Users as developers: conditions and effects of user systems development2003In: Computing information technology: the human side / [ed] Steven Gordon, Hershey: IRM Press , 2003, p. 161-170Chapter in book (Other academic)
  • 24.
    Avdic, Anders
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Artursson Wissa, Ulrika
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Hatakka, Mathias
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Socratic flipped classroom: What types of questions and tasks promote learning?2016In: Proceedings of the 15th European Conference on e-Learning ECEL 2016 / [ed] Jarmila Novotna & Antonin Jancarik, Reading UK, 2016, p. 41-48Conference paper (Refereed)
    Abstract [en]

    Socratic questioning stresses the importance of questioning for learning. Flipped Classroom pedagogy generates a need for effective questions and tasks in order to promote active learning. This paper describes a project aimed at finding out how different kinds of questions and tasks support students’ learning in a flipped classroom context. In this study, during the flipped courses, both the questions and tasks were distributed together with video recordings. Answers and solutions were presented and discussed in seminars, with approximately 10 participating students in each seminar. Information Systems students from three flipped classroom courses at three different levels were interviewed in focus groups about their perceptions of how different kinds of questions and tasks supported their learning process. The selected courses were organized differently, with various kinds of questions and tasks. Course one included open questions that were answered and presented at the seminar. Students also solved a task and presented the solution to the group. Course two included open questions and a task. Answers and solutions were discussed at the seminars where students also reviewed each other’s answers and solutions. Course three included online single- and multiple choice questions with real-time feedback. Answers were discussed at the seminar, with the focus on any misconceptions. In this paper we categorized the questions in accordance with Wilson (2016) as factual, convergent, divergent, evaluative, or a combination of these. In all, we found that any comprehensible question that initiates a dialogue, preferably with a set of Socratic questions, is perceived as promoting learning. This is why seminars that allow such questions and discussion are effective. We found no differences between the different kinds of Socratic questions. They were seen to promote learning so long as they made students reflect and problematize the questions. To conclude, we found that questions and tasks promote learning when they are answered and solved in a process that is characterized by comprehensibility, variation, repetition and activity.

  • 25.
    Avdic, Anders
    et al.
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Eklund, Anders
    Örebro universitet, Örebro universitetsbibliotek.
    Searching reference databases: what students experience and what teachers believe that students experience2010In: Journal of Librarianship and Information Science, ISSN 0961-0006, E-ISSN 1741-6477, Vol. 42, no 4, p. 224-235Article in journal (Refereed)
    Abstract [en]

    The Internet has made it possible for students to access a vast amount of high quality references when writing papers. Yet research has shown that the use of reference databases is poor and the quality of student papers is consequently often below expectation. The objective of this paper is twofold. First, it aims to describe the problems students experience when they search information using a university reference database. Second it aims to compare the perspective of students on the problems with that of their teachers. As basis for the study we have used the Unified Theory of Acceptance and Use of Technology (UTAUT) model. A web-based survey was carried out. A total of 150 students at Örebro University in Sweden participated in the survey. The results have been analysed by comparison of median values. Results show that students experience problems mostly in the category of efforts expectancy. Differences between the two groups are most significant in the category of effort expectancy and students’ patience in searching. Teachers are more pessimistic about students’ capacity in information searching than the students themselves.

  • 26.
    Avdic, Anders
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Grönberg, Pontus
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Olsson, Johan
    Örebro unviersitet, Handelshögskolan vid Örebro universitet.
    Guerra Riveros, Francisco
    Örebro unviersitet, Handelshögskolan vid Örebro universitet.
    Development of a Real-time Formative Feedback Student Response System2014In: Journal of Network and Innovative Computing, ISSN 2160-2174, Vol. 2, no 1, p. 259-268Article in journal (Refereed)
    Abstract [en]

    This paper is focusing IT-supported real-time formative feedback in a classroom context. The development of a Student and Teacher Response System (STRS) is described. Since there are a number of obstacles for effective interaction in large classes, IT can be used to support the teachers aim to find out if students understand the lecture and accordingly adjust the content and design of the lecture. The system can be used for formative assessment before, during, and after a lecture. It is also possible for students to initiate interaction during lectures by posing questions anonymously. The main contributions of the paper are a) the description of the interactive real-time system and b) the development process behind it.

  • 27.
    Avdic, Anders
    et al.
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Grönberg, Pontus
    Olsson, Johan
    Guerra Riveros, Francisco
    Student and teacher response system: development of an interactive anonymous real-timeformative feedback system2013In: Proceedings of the 2013 Third World Congress on Information and Communication Technologies (WICT 2013) / [ed] Ngo, L. .T., Abraham, A., Bui, L. T. Corchado, E., Yun-Hoi, C. & Ma, K., 2013, p. 25-30Conference paper (Refereed)
    Abstract [en]

    This paper is focusing IT-supported real-time formative feedback in a classroom context. The development of a Student and Teacher Response System (STRS) is described. Since there are a number of obstacles for effective interaction in large classes IT can be used to support the teachers aim to find out if students understand the lecture and accordingly adjust the content and design of the lecture. The system can be used for formative assessment before, during, and after a lecture. It is also possible for students to initiate interaction during lectures by posing questions anonymously. The main contributions of the paper are a) the description of the interactive real-time system and b) the development process behind it.

  • 28.
    Avdic, Anders
    et al.
    Örebro universitet, Institutionen för ekonomi, statistik och informatik.
    Hedström, KarinÖrebro universitet, Institutionen för ekonomi, statistik och informatik.Rose, JeremyGrönlund, ÅkeÖrebro universitet, Institutionen för ekonomi, statistik och informatik.
    Understanding eParticipation: Contemporary PhD eParticipation Research in Europe2007Collection (editor) (Other academic)
    Abstract [en]

    This book presents contemporary European research on eParticipation by means of a 13 chapters each describing a PhD research project as well as analyses of this research. The book both reflects the field and contributes to shaping it by discussing both long-standing and emerging issues. Contributions include three chapters on issues of DEVELOPMENT, including communities of practice, user-centred development, and safety & privacy issues, four chapters on IMPLEMENTATION, including spatial planning, participatory budgeting, and transformation processes, and five chapters on issues of USE, focusing on local government, developing countries, EU, civil society and NGO.

  • 29.
    Avdic, Anders
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Lambrinos, Thomas
    Impera Kommunikation; Örebro universitet.
    Modeling and illustrating requirement prioritization in public e-service development from a value-based perspective2015In: Electronic Journal of e-Government, ISSN 1479-439X, E-ISSN 1479-439X, Vol. 13, no 1, p. 1-15Article in journal (Refereed)
    Abstract [en]

    A major problem in e-service development is the prioritization of the requirements of different stakeholders. The main stakeholders are governments and their citizens, all of whom have different and sometimes conflicting requirements. In this paper, the prioritization problem is addressed by combining a value-based approach with an illustration technique. This paper examines the following research question: How can multiple stakeholder requirements be illustrated from a value-based perspective in order to be prioritizable? We used an e-service development case taken from a Swedish municipality to elaborate on our approach. Our contributions are: 1) a model of the relevant domains for requirement prioritization for government, citizens, technology, finances and laws and regulations; and 2) a requirement fulfillment analysis tool (RFA) that consists of a requirement-goal-value matrix (RGV), and a calculation and illustration module (CIM). The model reduces cognitive load, helps developers to focus on value fulfillment in e-service development and supports them in the formulation of requirements. It also offers an input to public policy makers, should they aim to target values in the design of e-services.

  • 30.
    Avdic, Anders
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Åkerblom, Leif
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Flipped classroom and learning strategies2015In: Proceedings of 14th European Conference on e-Learning / [ed] Jefferies, A., Cubric, M., Barton, K. & Lilley, M., Reading, UK: Academic Conferences Publishing, 2015, p. 41-49Conference paper (Refereed)
    Abstract [en]

    This paper seeks to answer the research question "How does the flipped classroom affect students’ learning strategies?" In e-learning research, several studies have focused on how students and teachers perceive the flipped classroom approach. In general, these studies have reported pleasing results. Nonetheless, few, if any, studies have attempted to find out the potential effects of the flipped classroom approach on how students learn.

    This study was based on two cases: 1) a business modelling course and 2) a research methodology course. In both cases, participating students were from information systems courses at Dalarna University in Sweden. Recorded lectures replaced regular lectures. The recorded lectures were followed by seminars that focused on the learning content of each lecture in various ways.

    Three weeks after the final seminar, we arranged for two focus group interviews to take place in each course, with 8 to 10 students participating in each group. We asked open questions on how the students thought they had been affected and more dedicated questions that were generated from a literature study on the effects of flipped classroom courses. These questions dealt with issues about mobility, the potential for repeating lectures, formative feedback, the role of seminars, responsibility, empowerment, lectures before seminars, and any problems encountered.

    Our results show that, in general, students thought differently about learning after the courses in relation to more traditional approaches, especially regarding the need to be more active. Most students enjoyed the mobility aspect and the accessibility of recorded lectures, although a few claimed it demanded a more disciplined attitude. Most students also expressed a feeling of increased activity and responsibility when participating in seminars. Some even felt empowered because they could influence seminar content. The length of and possibility to navigate in recorded lectures was also considered important. The arrangement of the seminar rooms should promote face-to-face discussions. Finally, the types of questions and tasks were found to affect the outcomes of the seminars.

    The overall conclusion with regard to students’ learning strategies is that to be an active, responsible, empowered, and critical student you have to be an informed student with possibilities and mandate to influence how, where and when to learn and be able to receive continuous feedback during the learning process. Flipped classroom can support such learning.

  • 31. Axelsson, Karin
    et al.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    IT management during acquisition of ERP-systems: experiences from goal dialogues at two companies2001In: , 2001Conference paper (Refereed)
  • 32.
    Ericsson, Fredrik
    et al.
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Information technology and knowledge acquisition in manufacturing companies: a Scandinavian perspective2002In: Knowledge management in the sociotechnical world: the graffiti continues / [ed] Elayne Coakes, Dianne Willis, Steve Clarke, New York: Springer-Verlag New York , 2002, p. 121-135Chapter in book (Other academic)
  • 33.
    Ericsson, Fredrik
    et al.
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Knowledge management systems acceptance2009In: Encyclopedia of information science and technology / [ed] Mehdi Khosrow-Pour, Hershey, PA: IGI , 2009, 2, p. 2368-2372Chapter in book (Other academic)
    Abstract [en]

    Knowledge management is a set of systematic actions that organizations can take to obtain the greatest value from the knowledge available to it (Davenport & Prusak, 1998). Systematic means that knowledge management is made up of intentional actions in an organizational context. Value means that knowledge management is measured according to how knowledge management projects contribute to increased organizational ability (see for example Prieto & Gutiérrez, 2001; see Goldkuhl & Braf, 2002, on the subject of organizational ability). The motivation for knowledge management is that the key to competitive advantage for organizations in today’s business world is organizations’ ability to manage knowledge (Nonaka & Takeuchi, 1995; Davenport & Prusak, 1998). Knowledge management as an intentional and value-adding action is not easy to accomplish in practice (Scarbrough & Swan, 1999). Scarbrough and Swan (1999) present several case studies in knowledge management, successful and unsuccessful in their respective knowledge management projects. A major point and lessons learned from the case studies is that prevalent approaches in knowledge management overstate technology and understate how technology is implemented and applied. To succeed with knowledge management, encompassing development of information technology-based information system, some requirements have to be fulfilled. An important aspect in the development process is system acceptance. Implementation is at large a process of acceptance. Implementation is the process where the system becomes an integrated part of the users’ or workers’ work practice. Therefore implementation is essential to make a knowledge management project successful in order attain an increased organizational ability and to succeed with knowledge management.

  • 34.
    Ericsson, Fredrik
    et al.
    Örebro universitet, Institutionen för ekonomi, statistik och informatik.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Knowledge management systems acceptance2003In: Knowledge management: current issues and challenges / [ed] Elayne Coakes, Hershey, PA: IRM Press , 2003, p. 39-51Chapter in book (Other academic)
  • 35.
    Ericsson, Fredrik
    et al.
    Örebro universitet, Institutionen för ekonomi, statistik och informatik.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Knowledge management systems acceptance2002In: Issues and trends of information technology management in contemporary organizations: vol 1 / [ed] Mehdi Khosrow-Pour, Hershey, PA: Idea Group Publishing , 2002Conference paper (Other academic)
  • 36.
    Grönlund, Åke
    et al.
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Ten years of eGovernment: the end of history and a new beginning2009Conference paper (Other academic)
    Abstract [en]

    eGovernment practice has over the past decade developed considerably in a technical perspective moving from information provision to complete transactional services. In terms of organizational adoption the change is less impressive overall and there are structural obstacles. While new business models have indeed evolved in large government organizations where scale advantages are easily found and transactions are easily automated, these models have not been fully disseminated across the range of government organizations where services are more complex and operations small-scale. Also, whole-system synergies have not happened as expected because stovepipes tend to pertain in the e-service government. This paper argues that although there is no lack of eGovernment “frameworks”, both governments and research are both in need of better guiding models in order to address contemporary and future challenges. This argument is pursued by reviewing a decade of eGovernment development and research in terms of the guiding values as expressed by influential maturity models and relating them to the eGovernment domain, as defined by formal definitions and practice in combination. We find that development so far has overall been too narrowly guided by a technical focus and economic and administrative values and too little informed by public sector values. While there is no lack of broad frameworks there is scarcity as concerns structured research and evaluation models that encompass such values. The paper examines some models dealing with such values and concludes by proposing criteria by which maturity models should be designed so as to serve as good guides for the next decade of eGovernment development.

  • 37.
    Hatakka, Mathias
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems. Örebro universitet, Handelshögskolan vid Örebro universitet.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Andersson, Annika
    Örebro universitet, Institutionen för ekonomi, statistik och informatik.
    SCORM from the perspective of the course designer: a critical review2007Conference paper (Refereed)
    Abstract [en]

    The introduction of e-Learning opens new possibilities and new ways of delivering courses. Learning objects can be used and reused in educational contexts to educate students, employees, administrative officers and citizens. In later years Sharable Content Object Reference Model (SCORM) developed by Advanced Distributed Learning (ADL) has more or less become a de-facto standard for creating learning materials that can be used in different learning management systems (LMS).There are many scientific papers that deal with the benefits of e-Learning from a learner’s perspective, or from a strictly economical point of view. In this paper we critically evaluate which benefits and drawbacks a course designer in a university setting can have from using the SCORM standard to deliver a course to the students. We use scenarios to test what benefits and drawbacks can be observed by setting up a course on an LMS with and without the use of the SCORM specification.Our findings show that for a course designer, advantages with SCORM are possibility of reuse, use of metadata and possibility to sequence the learning path of the learner. The most important drawback for a course designer is the lack of flexibility when using SCORM. Another major drawback is structure rigidity. In order to fully be able to use the potential of SCORM the course design and content should not be changed after the course is started. This might have negative impact on the possibilities to design a university course if the field of study is volatile, like many ICT-related topics are.

  • 38.
    Hatakka, Mathias
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems. Örebro universitet, Handelshögskolan vid Örebro universitet.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Grönlund, Åke
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Open content use in Bangladesh and Sri Lanka: context flexibility as an enabler for reuse2009In: Workshop proceedings: 2nd Annual SIG GlobDev Workshop, 2009, p. Paper 11-Conference paper (Refereed)
    Abstract [en]

    Free-to-use learning material, open content (OC), is ascribed the potential to change the playingfield in regards to every individual’s right to education. OC is, however, not much used indeveloping countries. The aim of this paper is to study how actors involved in contentdevelopment affect reuse of OC. Actor-Network Theory (ANT) concepts are used to describecontent development processes in two cases (in Bangladesh and Sri Lanka). Findings show thatthere are content properties that need to be flexible and adaptable for it to be used. The propertiesmust not only fit with students and content developers, it must also be adaptable to fit with theeducational organization and the technologies used for dissemination. Since there are manyactors and properties that must be aligned it is unlikely that fully context independent OC can bedeveloped. For OC to play a role for development the focus has to be on developing flexiblecontent that easily can be adapted to different contexts.

  • 39.
    Husnain, Ali
    et al.
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems. Örebro universitet, Handelshögskolan vid Örebro universitet.
    Identifying the contemporary status of e-service sustainability research2015In: International Journal of E-Services and Mobile Applications, ISSN 1941-627X, E-ISSN 1941-627X, Vol. 7, no 3Article in journal (Refereed)
    Abstract [en]

    Sustainable development is a major concern all over the world. Indeed, it is required in every domain of life, including that of government. E-services are widely acknowledged for the contribution they make to e-government. The research question raised in this study is: What is the existing status of e-service sustainability research? The research method used is a literature study that adopts a concept-centric approach. Literature was collected from high-ranking IS journals and relevant databases. Selected literature was then analyzed using the twin concepts of e-service sustainability itself and the enabler (secondary) effects of sustainable e-services. The Triple Bottom Line’s model was used to further categorize the findings using economic, environmental, and social sustainability concepts. Finally, the selected papers were analyzed in terms of research approach and topic. The results of the study revealed a lack of research into e-service sustainability. By way of contrast, it revealed 20 articles that cover the enabler effect. Existing research is related to economic and social dimensions, with the most common topic being related to user satisfaction.

  • 40.
    Islam, M. Sirajul
    et al.
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Knowledge management practices in e-government: a developing country perspective2010In: ICEGOV 2010 Beijing China : 25-28 October, 2010: 4th International Conference on Theory and Practice of Electronic Governance proceedings / [ed] Janowski, Tomasz; Davies, Jim, New York: ACM Press , 2010, p. 73-78Conference paper (Refereed)
    Abstract [en]

    Why did Bangladesh number one in the current e-government ranking among the least developed countries (LDCs), while stood 23rd in knowledge management ranking? Efficient ways of sharing and managing knowledge is imperative for the effectiveness of e-government initiatives in any country. E-government and knowledge management should not appear individually. This paper is based on an interpretative research approach that discusses the theoretical and practical aspects of knowledge management and e-government initiatives in the context of developing countries. For the purpose of analysis, online research papers and reports were investigated and Bangladesh was considered as a country for explaining the context of developing countries. The case for Bangladesh shows that while the government can easily present online a number of its services, these may not be effective for the targeted users as those services are failed to address some critical implementation factors. Furthermore, the critical factors for e-government imitative that can be known by the policy makers adequately if they are participated in the knowledge sharing process efficiently with appropriate approaches and technologies.

  • 41.
    Joseph, Shaji
    et al.
    Örebro universitet.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Where do e-Government strategies take the Nordic nations?2016In: Electronic Journal of e-Government, ISSN 1479-439X, E-ISSN 1479-439X, Vol. 14, no 1, p. 2-16Article in journal (Refereed)
    Abstract [en]

    An effective strategy is critical for the successful development of e-Government. The leading nations in the e-Government rankings include Sweden, Norway, Denmark and Finland. Their leading role makes them interesting to study when looking for reasons to successful e-Government. The purpose of this research paper is to describe the e-Government development strategies of Nordic countries, which rank highly on the international stage. In particular it aims to study the foci of these strategies. The approach is a document study of the e-Government development strategies of Sweden, Denmark, Norway and Finland was carried out using a qualitative content analysis inductive method. The results show that the major focus of Nordic e-Government strategies is on public sector reforms. Other focus areas include economic reforms and, to a lesser extent, e-Democracy efforts. Sweden, Finland and Norway have set ambitious policy goals in order to achieve global leadership in e-Government development. In response to the question posed by this paper’s title, we can say that Nordic e-Government strategies, except for Norway, focus more on reforming public sector services than on economic reforms.  E-Democracy reforms are hardly focused on at all.

    Practical implications: Public sector policy makers can relate their policy foci to some of the more successful e-Government countries in the world. Research implications/originality is that this paper can apart from the findings also provide a means on how to identify the actual foci of a country’s e-Government policy.

  • 42.
    Lidén, Gunnar
    et al.
    Örebro universitet, Institutionen för ekonomi, statistik och informatik.
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Democracy functions of information technology2003Conference paper (Refereed)
  • 43.
    Song, William Wei
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Lin, Chenlu
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Forsman, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Åkerblom, Leif
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Collaborative Filtering with Data Classification: A Combined Approach to Hotel Recommendation Systems2016In: 25th International Conference on Information Systems Development (ISD2016 Poland), 2016Conference paper (Refereed)
    Abstract [en]

    Recommendation systems aim to help users make decisions more efficiently. The most widely used method in recommendation systems is collaborative filtering, of which, a critical step is to analyze a user's preferences and make recommendations of products or services based on similarity analysis with other users' ratings. However, collaborative filtering is less usable for recommendation facing the "cold start" problem, i.e. few comments being given to products or services. To tackle this problem, we propose an improved method that combines collaborative filtering and data classification. We use hotel recommendation data to test the proposed method. The accuracy of the recommendation is determined by the rankings. Evaluations regarding the accuracies of Top-3 and Top-10 recommendation lists using the 10-fold cross-validation method and ROC curves are conducted. The results show that the Top-3 hotel recommendation list proposed by the combined method has the superiority of the recommendation performance than the Top-10 list under the cold start condition in most of the times.

  • 44.
    Song, William Wei
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Lin, Chenlu
    Forsman, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Avdic, Anders
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Åkerblom, Leif
    Dalarna University, School of Technology and Business Studies, Information Systems.
    An Euclidean similarity measurement approach for hotel rating data analysis2017In: Proceedings 2017 2nd IEEE International Conference on Cloud Computing and Big Data Analysis, ICCCBDA 2017, 2017, p. 293-298Conference paper (Refereed)
    Abstract [en]

    The most widely used method in recommendation systems is collaborative filtering, of which, a critical step is to analyze a user's preferences and make recommendations of products or services based on similarity analysis with other users' ratings. However, collaborative filtering is less usable for recommendation facing the 'cold start' problem, i.e. few comments being given to products or services. To tackle this problem, we propose an improved method that combines collaborative filtering and data classification. We use hotel recommendation data to test the proposed method. The accuracy of the recommendation is determined by the rankings. Evaluations regarding the accuracies of Top-3 and Top-10 recommendation lists using the 10-fold cross-validation method and ROC curves are conducted. The results show that the Top-3 hotel recommendation list proposed by the combined method has the superiority of the recommendation performance than the Top-10 list under the cold start condition in most of the times.

  • 45.
    Westin, Olle
    et al.
    Örebro universitet, Institutionen för ekonomi, statistik och informatik.
    Roberts, Hanno
    Avdic, Anders
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Lookin' for a reason: local knowledge and the changing of control practices2005Conference paper (Refereed)
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