Dirk Schneckenberg

TL;DR: In this article, a role-based approach to categorize the literature and argue that the respective roles of explaining the business, running the business and developing the business can serve as three interrelated perspectives.

TL;DR: In this article, the authors argue that the lack of faculty interest and engagement for eLearning are visible symptoms for deeply rooted causes, which hinder current innovation efforts of universities, and argue that institutional eLearning adoption efforts have to be tailored to serve real learning needs and motivations of academic staff; and they have to consider specific goals and contexts within different universities.

TL;DR: The potential of Web 2.0 technologies to act as a lever for organisational learning and knowledge exchange depends on the degree of openness, freedom, and employee empowerment in corporate governance models.

TL;DR: It is concluded that, despite the demand of firms for versatile graduates and the obvious potential of learning technologies to foster competence development of students, universities need to establish institutional strategies to make this pedagogical change happen.

TL;DR: In this article, the authors explored business model development during the commercialization of innovations through a case-based qualitative study and found from four case studies that specific elements of model development, representative of the conceptualization of value and organizing for value creation, integrate in a dynamic and cyclical process in the commercialisation of technology innovations.