Assessment Approach of Enterprise Readiness to Digital Transformation

This chapter is devoted to information technology use in the organization activities in the context of its readiness for change. The authors substantiate the importance of information resources for business and study the existing approaches to formation of information environment in the organization and the role of information systems in the decisions making process. They also consider factors that influence the success of projects on the introduction of information technologies in business activities, as well as principles determining the effective work in this field. The chapter presents the analysis results of specific features of the information technologies integration with various business processes in Russian companies and the methodology developed by the authors for a comprehensive evaluation of companies' readiness for change. Particular attention is paid to the aspect of developing a complex system of indicators for each factor that determines the effectiveness of the integrated information system formation and use.

A Pedagogical Model of Distance Training for the Continuous Training of Magistrates

Being aware of the importance of e-learning within existing training structures and in different professional contexts, this chapter aims to contribute to the modernization of the training practices implemented in the continuous training of magistrates, through the design of a pedagogical model of distance training, using a hybrid regime, to be implemented in the continuous training of magistrates. The implementation of a model of this nature is of great value for the training carried out by the Centre for Judicial Studies (CEJ), an entity responsible for the initial and continuous training of Portuguese magistrates, as it can constitute a pedagogical innovation of the training practices. The pedagogical model of distance learning that has been developed for the ongoing training of Portuguese magistrates is described and understood as a set of pedagogical assumptions and guidelines for planning, designing, and evaluating the distance training action.

Managing the Presence and Digital Identity of the Researchers in a Distance Learning Community

This chapter is intended to understand the importance of the presence of junior researchers on the social web in establishing contacts with other researchers or specialists. Being present on the social web allows young researchers to create and manage their own digital identity. This study focused on a community of junior researchers from a Portuguese University where the members of the community were asked to answer a questionnaire with the data they used when they registered as researchers. During data analysis, it was observed that this group of researchers coincide with what most of the literature proposes, though deviating in some points from the generality. Yet, researchers give great importance to the development of their digital skills to strengthen their online presence and which gives them credibility and recognition in the scientific community and as open researchers.

Collaborative Environments Based on Digital Learning Ecosystem Approach to Reduce the Digital Divide

The differences in term of access and ICT skills between different groups in society have created a problem of digital divide. To overcome this problem, models and strategies are required to achieve a greater impact on the population, and that population can develop skills that enhance inclusion in the society of knowledge. This chapter proposes the design of a collaborative environment based on digital literacy ecosystem approach that aims to set a new educational paradigm approach to encourage different learning communities to use new ICT that allow them to be more competitive in today's world and thus improve the digital divide problem.

Artificial Intelligence Applied

The purpose of the chapter is to present some real applications of the most advanced information technologies in complex adaptive systems like for-profit companies and organizations. In particular, the authors present the application of machine learning and artificial intelligence to support some of the activities that are strategic for an effective management of human resources. The tools have been applied to analyze the professional profiles (competencies, skills, knowledge, and activities), to evaluate the candidates for hiring and selection, to assess the competences in order to obtain a certification, or to prove the results of a training course. For each project, the authors provide a description of 1) the context, 2) the problem, 3) the solution implemented, 4) an analysis of the advantages and the limits of the solution. All these cases offer quantitative and qualitative data to sustain the thesis: artificial intelligence is a tool that can help humans managing the complexity levels of the so-called Anthropocene era we live in.

Organizational Knowledge Sharing and Enterprise Social Networks

Knowledge is a vital strategic asset for organizations but is surprisingly not well managed in public higher education institutions, with a number of negative effects. These organizations are highly bureaucratic in nature, with consequential structural and cultural characteristics that tend to inhibit staff communication, collaboration, and knowledge sharing. A new wave of social-media-driven knowledge-management techniques may have a transformational effect on these institutions, potentially leading to increased intellectual capital and competitive advantage in ever-expanding, global marketplaces. Enterprise social networks and virtual communities of practice are at the heart of this new type of knowledge sharing environment and provide a significant opportunity for higher education institutions to significantly change the way that staff interact and communicate with each other, generating a number of individual and organizational benefits.

Facilitating Inclusive Teaching and Learning Spaces Through Digital Education Technology

As more universities move towards a distance mode of teaching and learning, there are increasing opportunities to enroll students from a greater diversity of backgrounds. Often students have commitments that include family responsibilities and/or professional career engagements that make it difficult to physically attend classes. This chapter accounts for how digital technologies have been instrumental in supporting learning for postgraduate students in a Kazakhstani university school context. The authors present a qualitative account of research framed around Bourdieu's notion of habitus, where data was collected through unstructured interviews with purposefully selected faculty members and postgraduate students in one of the blended teaching and learning courses.

New Trends and Tools for Customer Relationship

Digital transformation is leading companies to change their business and adjust the strategies to the new market reality – an era of constant customer connectivity focus on transforming the customer value and the use of digital technologies for greater customer interaction and collaboration. This is putting the customer first in many organizations' strategies to leverage the customer journey and experience with brands. Digital transformation is the combined effect of the main digital innovations responsible for changing structures, practices, and values within companies. In terms of customer, it means changing the way business interaction occur during the customer journey. The digital era faces a tremendous growth of customer empowerment, so companies need to structure news ways to be innovative in terms of customer support, anytime, anywhere, and with the proper device – text, video, instant messages, and unexpected ways. The authors strongly recommend any company or organization to bring the customer experience to the early stages of the implementation of a new tool.

What Does the Future Hold for Innovation Management Education?

Education often struggles to keep up with the pace of changes in the global economy- and technology-driven world. This issue can be seen especially in the education of innovation management. Even if the current pace with which education in general is adapting to these changes remains the same, the intensifying change dynamics imposed by accelerating technological development, labor market changes, population aging, and environmental challenges will simply outpace the education system's adaptability. This chapter aims to identify and describe emerging trends that will most likely put additional pressures on innovation management education in the short- and mid-term. Based on the presented change-driving trends, a concept of a future-oriented innovation management course will be presented. Additionally, the hypothetical implementation of the innovation management course concept will be presented. In the conclusion, the challenges that innovation management education should address will be outlined and discussed.

Creative Disruption in Higher Education

Globalization and the mushrooming of digital technologies accelerated tremendously during the last decade. Current technology clearly provides the means for acquiring greater amounts of information with more efficiency than ever before. Higher education faces its greatest combination of challenges—economic uncertainty, accountability, and globalization—overlaid by emerging technologies. University leaders face the twin trials of dramatic decreases in public financial support and the increasing cost of resources to avoid technological obsolescence. Nothing has affected education as profoundly as the advent and implementation of technology in higher education. The focus of society in the 21st century will be knowledge-based: learning will be critical and information will continually become obsolete.