| 1. |
- Bergström, Erik, 1976-, et al.
(author)
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Certifications in Higher Education - Friend or Foe?
- 2014
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Conference paper (peer-reviewed)abstract
- The aim of this study is to investigate the uncritical approach among teachers and students of how certifications are used and applied within higher education. This paper offers a clearer image of how to use certification in a learning environment that support student learning and further developing the academia as a learning organisation. In the last decade universities worldwide has started to adopt certifications offered by multinational corporations, such as Cisco and Microsoft. For example, Cisco’s curriculum is taught in over 10.000 academies such as universities to more than 1.000.000 students currently, which reveals the huge influences those certifications have for the organisation of courses and examination of academic skills. Academy and industry needs to collaborate to offer students relevant tools and knowledge, but the lack of uncritical views based on scientific values and proven experience challenges teachers to explicit what knowledge have to be taught within academia to reach further academic goals. The methods used are initially a literature study to identify positive aspects and challenges with integrated certifications. Based on these results, we have performed interviews with students, teachers and certified instructors with different backgrounds. Literature describing information and communications technology (ICT) certifications mainly refer to positive aspects such as meeting job market needs, standardisation of courses, and decreased time for course development. Challenges identified raise several questions and call for further investigation. Among challenges identified were companies practically deciding examination criteria, student’s recall learnt material rather than understanding concepts, and the usage of non-academic material. Interviews reveal that students are aware of many challenges, but still the benefits of achieving a certification outweighs. For instance, students rather accept a course with out-dated material and company decided examination criteria that result in a certification than taking a course based on research and examinations that foster creativity through reflection, analysing skills with no certification. From a teacher and instructor perspective, the interviews reveal that there is awareness about the challenges of using certifications in higher education. One of the pedagogical issues we would like to present is how to create a learning environment with embedded certification in a course rather than basing courses on certifications alone. This paper also open up for a discussion on how these results affect other areas than the ICT domain, but also on how the challenges can be tackled from a higher education perspective that rethink the academia as a learning organisation.
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| 2. |
- Berndtsson, Mikael, et al.
(author)
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13 Organizations' Attempts to Become Data-Driven
- 2020
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In: International Journal of Business Intelligence Research. - : IGI Global. - 1947-3591 .- 1947-3605. ; 11:1, s. 1-21
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Journal article (peer-reviewed)abstract
- Becoming a data-driven organization is a vision for several organizations. It has been frequently mentioned in the literature that data-driven organizations are likely to be more successful than organizations that mostly make decisions on gut feeling. However, few organizations make a successful shift to become data-driven, due to a number of different types of barriers. This article investigates, the initial journey to become a data-driven organization for 13 organizations. Data has been collected via documents and interviews, and then analyzed with respect to: i) how they scaled up the usage of analytics to become data-driven; ii) strategies developed; iii) barriers encountered; and iv) usage of an overall change process. The findings are that most organizations start their journey via a pilot project, take shortcuts when developing strategies, encounter previously reported top barriers, and do not use an overall change management process.
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| 3. |
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| 4. |
- Lennerholt, Christian, et al.
(author)
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Architectural issues in opening up the advantages of open source in product development companies
- 2008
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In: Proceedings. - : IEEE Computer Society. - 9780769532622 ; , s. 1226-1227
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Conference paper (peer-reviewed)abstract
- Many product development companies are seeking to remain competitive by reconsidering their development strategies, realising the importance of focusing effort on software innovation. Open Source Software is seen by an increasing number of people as a feasible approach to utilising valuable commodity software development and maintenance, allowing them to concentrating on differentiated software. However, such a change presents new challenges. This paper proposes a three-level approach to preparing a company for leveraging the advantages of Open Source Software. The proposal is motivated through a case study in a company which could be seen as an examplar of the current state of the art in Open Source adoption in complex domains.
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| 5. |
- Lennerholt, Christian, 1979-, et al.
(author)
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CDIO - Öka genomströmning i datavetenskapliga kurser
- 2014
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Conference paper (peer-reviewed)abstract
- Många utbildningsprogram inom högre utbildning har samma grundläggande kurser i utbildningen. Studenter tappar ofta studiemotivationen om grundläggande kurser ligger utanför programmets kärna och har svårt att se kunskapen kurserna ger i ett större perspektiv, trots att de är förkunskapskrav inför kommande fördjupningskurser.Vår studie har fokuserat på en sådan kurs i databassystem. Kursen läses av utbildningsprogram med inriktningar som webbprogrammering, systemvetenskap, datavetenskap och nätverk och systemadministration och har haft låg genomströmning av studenter under en femårsperiod.För att adressera problematiken har vi använt CDIO-modellen (Conceive, Design, Implement och Operate), som ursprungligen kommer från ingenjörsutbildningar. CDIO består av en mängd principer och metoder för att utveckla en utbildningsmiljö som främjar studentens lärande i en kurs. Vårt primära mål har varit att undersöka hur CDIO kan öka genomströmning i tekniktunga datavetenskapliga kurser.Statistik från kursutvärderingar, och samtal med studenter som valt att avbryta studierna visar på en gemensam nämnare: kursens material uppfattas som omfattande, komplext och teknikintensivt, vilket leder till att studenternas studiemotivation brister. Motivation kan definieras och diskuteras på olika sätt, och i denna artikel använder vi fem byggstenar i motivation: student, lärare, innehåll, metod/process och miljö.Startsituationen var följande: Kursen i databassystem består av fem omfattande grundområden som examineras av två moment, en salstentamen och en inlämningsuppgift. Av ca 150 registrerade studenter slutförde ca 45% kursen med minst godkänt betyg. Av de resterande har ca 40% betyg U, på samtliga examinationsmoment. Detta har pågått under en femårsperiod, trots att ändringar har utförts för att bemöta kursutvärderingar och befintlig problematik. En drastisk förändring var nödvändig och CDIO-modellen beslutade användas för detta ändamål.Resultat av att införa CDIO-modellen visar att efter två kursomgångar har genomströmningen ökat till ca 70 % och antal studenter med endast underkänt betyg har minskat till ca 10%. Kurens innehåll är oförändrat, dvs. inga områden har tagits bort eller minimerats. Även lärarresurser är oförändrade, varken mer eller mindre resurser har påverkat resultatet. Genom att införa CDIO i kursen har studenternas motivation ökat. Genom att justera de pedagogiska greppen har studenternas lärandeerfarenhet förbättrats och deras motivation ökat, vilket är i linje med tidigare forskning. Genom att studenterna uppmuntras i kontinuerligt lärande bidrar pedagogiken i CDIO till att ge studenterna djup kunskap. Genom att fokusera på samtliga fem byggstenar i motivation har genomströmningen och studenternas motivation ökat i kursen. Resultatet öppnar även upp för diskussion för hur CDIO kan användas för att öka genomströmning och studiemotivation i andra datavetenskapliga kurser.
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| 6. |
- Lennerholt, Christian, 1979-, et al.
(author)
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Data access and data quality challenges of self-service business intelligence
- 2019
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In: Proceedings of the 27th European Conference on Information Systems (ECIS). - : Association for Information Systems. - 9781733632508
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Conference paper (peer-reviewed)abstract
- Self-service Business Intelligence (SSBI) is an upcoming trend that allows non-technical casual users to use BI in a self-reliant manner without the support of technical power users. Many organisations struggle to utilize the potential of SSBI and experience data-related and user-related SSBI implemen- tations challenges. This study aimed at exploring data-related SSBI challenges by conducting and analysing a total of 30 qualitative interviews with 5 BI consultants and 10 customer representatives involved in 2 SSBI implementation project teams. Analysis of the interviews revealed five challenges related to “Access and use of data” and four challenges related to “Data quality” that differ consid- erably from SSBI challenges commonly discussed in literature. Awareness of these challenges can help practitioners to avoid unnecessary obstacles when implementing and using SSBI. They can also guide SSBI researchers to simplify the implementation process of SSBI.
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| 7. |
- Lennerholt, Christian, 1979-
(author)
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Facilitating the Implementation and Use of Self Service Business Intelligence
- 2022
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Doctoral thesis (other academic/artistic)abstract
- In traditional Business Intelligence (BI), there is a request-response scenario between technical power users serving non-technical casual users. Today, when data volumes and the frequency of use of a traditional BI system increase, power users are unable to serve all requests from casual users. Self-service Business Intelligence (SSBI) is an upcoming trend that addresses this problem since it enables all users to use BI in a self-reliant manner without support from power users.The aim of SSBI is to simplify the usage of traditional BI by letting all users conduct their own analysis. Users are allowed to access and use data as desired for their analysis when making decisions, which speeds up the process to use BI. At the same time the pressure on the IT department is relieved, since no power user is needed to support the process. SSBI enables organisations to make time critical decisions without waiting for reports that normally take weeks or months to be delivered. This saves organisational resources since all users can work more effectively and in a self-reliant manner compared to traditional BI. Although SSBI offers many benefits compared to traditional BI, many organisations are still struggling and failing to implement SSBI. The process to implement and use SSBI is not an easy task. There is no clear roadmap for how to achieve the SSBI benefits. Therefore, the aim of this thesis is to facilitate the implementation and use of SSBI. Two objectives have been formulated to address this aim. First, it is important to identify what challenges organisations are facing when implementing and using SSBI. The second objective aims to identify success factors for managing the associated SSBI challenges. Case study research has been chosen as an appropriate research method to fulfil the research aim and objectives. The case study involves one BI consultancy firm and two of their main customers. The customers are medium-sized organisations which are considered to be the most experienced with implementing SSBI in the consultancy firm’s client base. With regard to research objective 1, 37 SSBI challenges have been identified and organized in in five categories of the AQUIRE framework: Access and use of data; Data Quality; User Independence; creating Reports; and Education. For research objective 2, nine success factors for SSBI implementation and use have been revealed as well as how they can be applied over time. Initially, pilot groups and champions can increase interest in SSBI. Next, user groups and their data needs should be identified, and these user groups should get responsibility to change faulty data. Later, common data definitions and standard reports can simplify the use of data sources. Only then, top management support is needed to accomplish that business governs SSBI data content and that business employees and IT department employees work together in integrated settings. Finally, ongoing SSBI education should target non-technical and technical users differently and change its content over time.
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| 8. |
- Lennerholt, Christian, 1979-, et al.
(author)
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Implementation challenges of Self Service Business Intelligence : A literature review
- 2018
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In: Proceedings of the 51st Hawaii International Conference on System Sciences. - Hilton Waikoloa Village, Hawaii, USA : IEEE Computer Society. - 9780998133119 ; , s. 5055-5063
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Conference paper (peer-reviewed)abstract
- In a traditional Business Intelligence (BI) system, power users serve less experienced casual users. Power users analyze and gather data requested by casual users, and produce the reports and visualizations that casual users base their decisions on. When data volumes and the usage frequency of a traditional BI system increase, power users have problems serving all the requests from casual users. The Self Service Business Intelligence (SSBI) approach can enable users to be more self-reliant and less dependent on power users. Although SSBI promises more benefits compared to a traditional BI system, many organizations fail to implement SSBI. The literature review presented in this paper discusses six SSBI challenges related to "Access and use of data" and four challenges related to "Self-reliant users". Awareness of these ten challenges can help practitioners avoid common pitfalls, when implementing SSBI, as well as guide SSBI researchers in focusing on their future research efforts.
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| 9. |
- Lennerholt, Christian, 1979-
(author)
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Med enkla medel öka genomströmning
- 2018
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In: NU2018 - Det akademiska lärarskapet.
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Conference paper (peer-reviewed)abstract
- En ständig utmaning inom högre utbildning är att utbildningsprogram ska uppnå ett högt söktryck och hög genomströmning av studenter, annars finns risken att ett dåligt rykte sprider sig om utbildningen. En låg genomströmning kan vara en negativ indikator som medför att blivande studenter väljer att söka en annan utbildning, vilket påverkar söktrycket negativt. Näringsliv kan anse att examinerade studenter inte håller måttet jämfört med utbildningar med gott rykte, där söktrycket är högt och många studenter tar examen, oavsett hur bra utbildningen egentligen är. Min studie har fokuserat på hur utbildningsprogram kan uppnå en högre genomströmning genom att använda små resurser och tekniker utan att förändra utbildningens krav eller kursinnehåll drastiskt. Studien omfattar ett utbildningsprogram inom Data och IT mellan åren 2011-2016. Två gånger per år har studenterna intervjuats enskilt med fokus på att identifiera faktorer som påverkar deras studier och studieresultat, positiva som negativa (Zheng, 2015; Serrano-Cámara, 2014; Williams & Williams, 2011). Under åren 2011-2012 hade utbildningsprogrammet lägre än 25% genomströmning av de 20 ststudenter som antogs första året. För att bemöta problemet om genomströmning användes CDIO-modellen (Conceive, Design, Implement och Operate) (Brodeur, 2011). CDIO består av olika standarder och tekniker i syfte att utveckla en studentmiljö som främjar studentens lärande i första hand. Mitt fokus har varit attanvända CDIO som ett verktyg för att främst öka genomströmningar mellan alla kurser som ingår i utbildningsprogrammet. Statistik från kursutvärderingar och intervjuer med studenter, både nyexaminerade och studenter som valt att avbryta studier, identifierar följande problem:Svårt att se framtida yrkesroller. Studenter som påbörjar studier blir lätt osäkra om rätt utbildningsprogram valts redan i första kurs. Även om utbildningen skulle vara rätt finns risk att studenten väljer ett avbrott eftersom första kursen inte motsvarar förväntningar.Låg studiemotivation. Kurser som anses svåra och ligger utanför intresseområde leder lätt till låg studiemotivation med ett underkänt betyg eller avbrott som följd (Ainun Zainal, 2012; Hasan, 2010; Brophy, 2004).Kunskapsprogression mellan kurser. Studenter har svårt att se hur kurser hänger ihop och ifrågasätter varför de läser en viss kurs. En vanlig fråga är: när används kunskapen? De tförekommer även kurser och moment som inte använts som förkunskapskrav i nästkommande fördjupningskurser.Få examinationstillfällen. Kurser som endast ges en gång per år blir kritiska eftersom de är förkunskapskrav inför fördjupningskurser. En underkänd kurs innebär oftast att fortsatta studier enligt utbildningsprogram inte är möjlig. Alternativen studenterna väljer mellan är att läsa om första året, läsa enligt en individuell studieplan eller att avbryta studierna.Resultaten av att införa CDIO-modellens standarder och tekniker bemöter problematiken och genomströmningen ökade till 60-70% under år 2013-2016. I kritiska kurser med låg genomströmning ändrades de pedagogiska greppen så att studentens lärandeprocess förbättrats, utan att ändra på befintliga lärarresurser. En del av förändringen är att identifiera en tydlig ämnesprogression som är relevant för hela utbildningsprogrammet och dess kurser. Tidigt i utbildningen skapades kursmoment som tydligt relaterar till framtida yrkesroll och som ligger till grund för hela utbildningens ämnesprogression. I kombination med att ständigt uppmuntra till kontinuerligt lärande intygar intervjuade studenter att införandet av CDIO-modellen bemöter befintliga problem. Resultatet visar att med enkla medel kunna öka studiemotivation och uppnå en högre genomströmning.ReferenserAinun Zainal. N.F. et.al. (2012). Students’ perception and motivation towards programming. Procedia – Socialand Behavioral Sciences. Vol. 59. 277-286.Brodeur, D et.al. (2011). The CDIO Syllabus v2.0 An Updated Statement of Goals for Engineering Education, Proceedings of the 7th International CDIO Conference. Denmark, Copenhagen, June 20-23.Brophy, J (2004). Motivating Students to Learn, 2nd edition, Mahwah, NJ. Lawrence Erlbaum Associates.Hasan, A et.al. (2010). A Study of University Students’ Motivation and Its Relationship with Their Academic Performance. International Journal of Business and Management. Vol. 5, Issue 4. 80-88.Hubackova. S. & Ruzickova, M. (2013). Motivation in University students’ teching. Procedia – Social and Behavioral Sciences. Vol 83. 304-308.Serrano-Cámara, L.M et.al. (2014). An evaluation of students´motivation in computer-supported collaborative learning of programming concepts. Computers in Human Behavior. Vol. 31, 499-508.Sheard, J. & Hagan, D (1998). Our failing students: a study of a repeat group. ITiCSE ’98, Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education, Dublin, Ireland.Williams, K.C. & Williams, C.C (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal.Zheng, S et.al. (2015). Understanding Student Motivation, Behaviors and Perceptions in MOOCs. CSCW ’15 Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing, March 14-18. 1882-1895.
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| 10. |
- Lennerholt, Christian, 1979-
(author)
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Research proposal: Facilitating the Implementation of Self‐Service Business Intelligence
- 2017
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Reports (other academic/artistic)abstract
- Business Intelligence (BI) is widely implemented and used by many organisations. In a traditional BI system, power users serve less experienced casual users. Power users analyse and gather data requested by casual users, and produce reports and visualisations that casual users base their decisions on. When data volumes and the usage frequency of a traditional BI system increase, power users have problems serving all the requests from casual users. The Self Service Business Intelligence (SSBI) approach can enable users to be more self-reliant and less dependent on power users. Although SSBI promises more benefits compared to a traditional BI system, many organisations fail to implement SSBI. This research proposal aims to facilitate the implementation of SSBI by suggesting recommendations for how to manage associated challenges when implementing SSBI. The proposed research method is a longitudinal study using multiple case studies. The expected results will describe how to implement SSBI on a desired maturity level while managing the associated challenges. The results consist of a framework that lists known associated challenges when implementing SSBI and a maturity model for SSBI, which defines the levels and characteristics needed for developing SSBI implementation. An expected contribution of this research is an increased adoption rate of SSBI.
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