2023, Kirch, Johannes, Eisenbart, Barbara, Wiesner, Heike, Schütze, Judith

In diesem Beitrag wird ein innovativer Ansatz zur genderbewussten Gestaltung von Lehre in der Aus- und Weiterbildung beschrieben, welche als Handreichung für das Lehren und Lernen an Hochschulen genutzt werden kann.

2020, Eisenbart, Barbara, Verkuil, Arie Hans, Meyer, Rolf, Aeschbacher, Marc

2019, Kirch, Johannes, Eisenbart, Barbara, Gómez Chova, Luis, López Martínez, Agustín, Candel Torres, Ignacio

Teaching entrepreneurship is an important mission of academic education. The digital age calls for digital skills of potential entrepreneurs. The potential of especially female entrepreneurs need to be exploited. To develop an ability to deal with entrepreneurial opportunities requires a transformation of didactics, pedagogy, and the university context. The EqualDigitalent initiative drafted and tested a master curriculum to foster entrepreneurship and digital skills in academic education under diversity aspects. Results of a four-step learning evaluation process are provided as well as improvement opportunities and learnings are derived. A distinct focus of this paper is to show comprehensive results and indications for possible adaptions of the overall master curriculum. For example, group projects increased students' ICT skills as well as their ability to work in heterogeneous work. Starting points for similar initiatives and future research directions are deduced.

2019, Hinz, Andreas, Eisenbart, Barbara, Belgiawan, Prawira Fajarindra, Mayangsari, Lidia, Wasesa, Meditya, Windasari, Nila Armelia, Wulansari, Amilia, Aprianingsih, Atik, Aprilianty, Fitri

Accelerated progress in digitalization calls for more entrepreneurial thinking and venturing in an uncertain and fast changing environment. This applies not only to startups but also to established companies. In both cases, entrepreneurial thinking and behavior helps to develop future business opportunities with benefits for new products and business model innovation. Entrepreneurial teachings such as effectuation and the lean startup methodology have significantly improved the tool kit for entrepreneurs in recent years. This paper seeks to combine these two research streams in order to examine how additional insights can be gained in practice at the example of an integrated e-healthcare system in Switzerland. In times of ageing societies where rising health care costs are met by limited resources, digitalized processes can reap significant benefits. Developing digitalized diagnostic solutions – with the help of entrepreneurial effectuation and the lean startup methodology – will enable cost-efficient hom

2022, Prater, Ryan, Eisenbart, Barbara, Hinkelmann, Knut, Gerber, Aurona

Purpose – Multiple water accounting techniques exist and suffer from data gaps and misaligned stakeholders which creates standardization and consolidation problems in the data of the industry. This study identifies domain-based stakeholders and defines stakeholder data relationships to improve inter-stakeholder data efficiency. Design/methodology/approach – The research design follows an inductive data collection of qualitative cross-sectional data through semi-structured expert interviews. The recorded interviews were transcribed, thematically coded, and the findings summarized. Findings – The result is an improved specificity of water accounting data stakeholders which have different data input and output requirements. Our research found that these stakeholders can be chained together based on their data relationships which enables identifying inter-stakeholder relationships and improved data efficiency. Social Implications – Water is a vital resource for humans and the United Nations Sustainable Development Goals. More precise description of stakeholders and data factors enable more efficient data flow which can improve the efficacy of terminal impact. Originality/value – The awareness of problem is refined by increasing stakeholder specificity and identifying data input/output requirements. This enables chaining of stakeholders and data to clarify stakeholder data requirements and improve data efficiency for purposes such as collaboration and policy guidance.

2020, Appel, Margrit, Eisenbart, Barbara, Grisold, Andrea, Kirch, Johannes, Schein, Gerlinde, Tomenendal, Matthias, Schütze, Judith, Wiesner, Heike

Das vorliegende Werk ist eines der Ergebnisse des ERASMUS+ Projektes "Gender Equality in Digital Entrepreneurship" (EQUALdigitalent). Das Projekt wurde von vier internationalen Projektpartner*innen aus Liechtenstein, Österreich und Deutschland von September 2016 bis August 2019 in enger Kooperation durchgeführt: Universität Liechtenstein (Projektleitung), Hochschule für Wirtschaft und Recht Berlin, Katholische Sozialakademie Osterreichs sowie die Wirtschafts-Universität Wien. Hauptziel des Projekts war es, einen gendersensitiven, interdisziplinären Master-Studiengang „Gender Equality in Digital Entrepreneurship“ zu entwickeln und dabei bestimmte Lehrmodule zu testen. Das vorliegende "Master Curriculum" enthält das Studiengangprofil, den Begründungskontext, die Zielgruppe, die komplette Programmstruktur, die formalen Aspekte sowie den detaillierten Überblick anhand der 12 Modulbeschreibungen. Weitere Ergebnisse sind in vielfaltigen Publikationen verbreitet worden.

2019, Eisenbart, Barbara, Hinz, Andreas, Verkuil, Arie Hans, Hinkelmann, Knut, Aeschbacher, Marc

Dieser Artikel baut auf zwei Forschungsschwerpunkten auf, die in der Entrepreneurship-Literatur von hoher Bedeutung und Popularität sind - Effectuation und die Lean Startup Methode. Beide Ansätze können sowohl bei der Entwicklungunternehmerischer Chancen wie auch als Methoden unternehmerischen Handelnseingesetzt werden. Die übergeordnete Forschungsfrage lautet deshalb: Wie können Effectuation und der Lean Startup Ansatz konzeptionell kombiniert werden, um unternehmerisches Venturing sowohl für Startups wie auch in etablierten Unternehmen zu unterstützen? Die Auswertung unserer Interviews deuten eindeutig darauf hin, dass Effectuation mit dem Lean Startup Ansatz in Verbindung gesetzt werden kann. Die drei diskutierten Konzeptpaare können unternehmerisches Venturing methodisch unterstützen.

2021, Haisch, Tina, Eisenbart, Barbara, Hess, Virginia

2019, Eisenbart, Barbara, Kirch, Johannes, Gómez Chova, L., López Martínez, A., Candel Torres, I.

Since information is increasingly digitalized, digital innovation combines a physical solution with a digital aspect. The concept of digital innovation includes three types of innovation – product and process innovation as well as business model innovation. Our paper shows how students developed innovative solutions for real-life business problems through applying technologies of Augmented Reality (AR) or Virtual Reality (VR) in a Master course on digital innovation. Contributions explored the possible role of these digital technologies and developed new types of business solutions, which were evaluated regarding innovativeness and usefulness. For the project work, diverse student teams were built considering a mixture of nationality, gender, age, and educational background in order to foster different perspectives and enhance team results. Concluding our paper, results of a four-step learning evaluation process and its learnings are shown. Possible course adaptions and future research directions are discus

2019, Kirch, Johannes, Eisenbart, Barbara, Wiesner, Heike

The need for well-educated graduates as entrepreneurs of the future or with respect to transformative technology and digitalization calls for new learning formats. Our paper shows how two learning courses on teaching transformative technology and participation in undergraduate as well as graduate education have been developed, tested and evaluated. The two courses both incorporate co-creation and participative involvement, as well as real-life scenarios and a transparent feedback and documentation environment (wiki). Diversity and gender participation were supported through practical team experience, reflection loops, discussion about unconscious biases, as well as gender-wise correctly formulated teaching material and both female and male role models. In the following paper both courses will be contrasted with each other regarding overview on technology content and process, project work and didactics. Differences, as well as similarities, are shown and peculiarities are pointed out and discussed. The positive