International SERIES on Information Systems and Management in Creative eMedia (CreMedia)
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Proceedings of the 9th Workshop on Semantic Ambient Media Experiences (SAME 2016b): Visualisation, Emerging Media, UX (VisMX)
Full text linkArtur Lugmayr's White Paper Collection and Online Resources (www.artur-lugmayr.com)
No full textThe white paper collection on Artur Lugmayr’s website – www.artur-lugmayr.com – covers a wide range of topics. There are also additional digital resources available to the public on the website. The collection and the online resources are freely available under the Creative Commons license, and are the author’s contribution to the public for non-commercial use. For some items, copyright is reserved, however, this is individually marked on documents, where applicable. This publication briefly describes the content of the online archive, and can be utilised to reference and cite individual white papers and/or other online digital resources that are part of the collection
Research as a Service: The Role of Competence Centers in Bridging Industry and Academia
Full text linkTurning research results into commercial success has been one of the key economic challenges since the beginning of the industrial revolution. In this context, most recently an increasing impact of Public Private Partnership (PPP) approaches can be observed. In this chapter, we focus on a specific form of PPP which aims at establishing so-called “Competence Centers”, i.e. research institutions explicitly joining the forces of academic and industrial research. Based on two examples in the Austrian funding program COMET, we describe the basic setup of such centers, and discuss the specific roles and challenges for various types of research staff, including their roles and career paths. Finally, we sketch the most important lessons learned, before we conclude with a brief summary and outlook
The Journalism Education Model in Modern Context: Transformation of Competences and Technologies
Full text linkIn the last decade the Russian education system has undergone significant changes: conceptual, structural and technological nature. Russia's accession to the Bologna Process (2003) resulted in a shift in the university education to two-level training, associated with the possibility of learning throughout life. The following differentiation of Russian universities into three groups (leading, federal, research) defined more clearly the status, profiling and development strategies of universities in the context of the Russian labor market’s demands and global competition.
The search for the optimal model of journalism education that began as early as the turn of the nineteenth and twentieth centuries resulted both the global and Russian practice in creation of a diverse and multi-level structure of vocational training, which present in modern Russia a multifarious spectrum of ceaseless journalism education:
school (pre-university - special classes, clubs, workshops, schools);
corporate (courses, workshops at the Union of Journalists, at the editorial offices, news agencies or other media institutes);
higher (universities, academies, institutes);
postgraduate (second degree; retraining and refresher courses, additional training), etc.
This system has developed in the ХХ century, is transformed over time due to the changes in priorities and continues to develop nowadays according to the modern concepts of mass media and to the market demands
Managing and Leading Creative Universities – Foundations of Successful Science Management: A Hands-On Guide for (Future) Academics
Full text linkToday’s universities are increasingly under pressure from various directions. This pressure also affects its employees, and us as scholars. Especially, future academics are often confronted with situations that they have not been trained or mentored for, or are simply lost in how to plan their careers or how to train themselves to be able to compete. This chapter compiles guidelines for future academics help them in shaping their careers. It gives an overview of different issues, such as individual career planning, self-management, required skill sets, methods in teaching and learning (e.g. Design Thinking or blended learning), increasing citations and ranking, knowledge management, research laboratory leadership, entrepreneurship, innovation management, IPRs, increasing publication impact, self-marketing through social media, research strategies, innovation management, communities of practice, and industry collaboration. The chapter, as well as the complete book, is accompanied by a YouTube channel (http://youtube.artur-lugmayr.com), a Facebook page (https://www.facebook.com/groups/universitymanagement), and other online resources as an email list and website (http://unimgm.artur-lugmayr.com).  
10 Sincere Tips for (Future) Academics
Full text link10 realistic tips for any person who is considering to become an academician.
Despite of the existence of a vast literature corpus on the preliminary basis of university research, basically “how to write a Ph.D. Thesis”, there are not honest, reliable and interesting documents about the day after of the Thesis end. Perhaps you can find a lot of tacit knowledge and some informal talks with seniors, but never a comprehensive perspective about what you really need to do. This is my small contribution, 10 tips for future researchers
Leading by Narratives
Full text linkA crucial perspective to academic leadership is that of sharing inspiring stories. Stories of successes and failures help an academic community to navigate itself by explicated and explicating tacit knowledge, in a bottom-up fashion. Unlike the hierarchical top-down management approach that focuses on strategic decision making within controllable environments, shared (or distributed) leadership copes with and even makes use of the uncertainties, common in fragile academic settings. When the shared leadership uses the stories of the whole (academic) community—faculty, staff and students—as its main source of information, we use the term leadership by narratives. Technologies for digital storytelling can significantly support leadership by narratives. Individuals upload their stories that an intelligent engine can relate to each other or sequence into more comprehensive understanding of the status of and trends within the organization. Modern big data techniques allow the community to reflect and therefore self-assess their processes, progress and results, based on the shared stories. In addition to the number-based facts, the leadership can make use of emotional expressions, to identify weak signals as early indicators of unexpected changes or threats identified at the grassroots level. Leading by narratives is a leadership approach for academic organizations that complements or even conflicts with the prevailing approach of a university as an efficient factory producing skilled labour force. Leadership by narratives aims at transforming the universities back to what they are supposed to be: communities known for their striving to the truth by sharing observations and experiences in the atmosphere of mutual trust. This is also a precondition for what the society expects from academic people and organizations: innovations, or fresh ideas that work in practice
Preface
Full text linkThe primary intention of this book has always been to help future scholars to succeed in their careers. Others should also learn from our mistakes or successes. We strongly believe that we have been succeeding and have collected some excellent chapters from which future scholars will be able to learn.
If you are interested in staying informed, please join the following channels:
YouTube: http://www.youtube.artur-lugmayr.com
Facebook: https://www.facebook.com/groups/universitymanagement
Email list: http://emaillists.artur-lugmayr.com
Website: http://unimgm.artur-lugmayr.com
We would like to emphasize our YouTube channel, as there will be some videos with interviews published in the very near future. These should help you in succeeding in your academic career. However, keep in mind that we had to put a LOT of effort into creating this book. Thus, it’s important for us to promote this book – if it should have helped you in your career, PLEASE recommend it to friends and colleagues. We are also very happy for a ‘cent’ of thanks, and if you liked it, please appreciate our efforts through some citations in your works. It helps us to remain motivated, eventually contribute with a second edition, and maintain a YouTube channel. Thank you in advance for this help!
We wish for the readers that this book will help in creating a successful science career – it’s a fascinating domain, which is shaping our future. If some of the advice has helped, please contact us. We are also happy to arrange an interview with you on our YouTube channel. If you should be interested in contributing in others’ science careers, we are happy to arrange a Skype interview and publish it as part of our YouTube channel
Concept of Interactive Machine Learning in Urban Design Problems
Full text linkThis work presents a concept of interactive machine learning in a human design process. An urban design problem is viewed as a multiple-criteria optimization problem. The outlined feature of an urban design problem is the dependence of a design goal on a context of the problem. We model the design goal as a randomized fitness measure that depends on the context. In terms of multiple-criteria decision analysis (MCDA), the defined measure corresponds to a subjective expected utility of a user. In the first stage of the proposed approach we let the algorithm explore a design space using clustering techniques. The second stage is an interactive design loop; the user makes a proposal, then the program optimizes it, gets the user’s feedback and returns back the control over the application interface
Note Taking Activity and its assessment in a Blended Learning Environment
Full text link"Note-taking" is a popular skill for all types of learning activities. In recent years, the online educational environment has began spreading rapidly at institutes of higher educational, obviating the need for printed materials or written notes. This means that students’ ability to take notes may decline and this may influence the success of their learning. In order to examine this phenomenon, students' notes were surveyed during a blended learning course in a bachelor level program at a Japanese university. The course consisted of an online test system and face-to-face lectures using ICT equipment. Participant's learning performance was measured using online tests, written essays and a final exam, in addition to the assessment of their notes. The contributions of note-taking activities were measured using statistical tests. As individual note-taking performance may be based on student's characteristics, these contributions were also examined. In the analysis, metrics of participant's characteristics such as personality, information literacy and learning experience were surveyed. Additionally, lexical features of notes taken were extracted using a text analysis technique, and these features were compared with the grades given. Conceptual mapping of the contents of notes was conducted, and the behaviour of good note-takers is discussed using the extracted results.