Knowledge Innovation and Entrepreneurial Systems

Computing Education (CE) also called Computer Science Education is the teaching and learning Computer Science and/or computational thinking. CE is considered as a subdiscipline of Pedagogy and addresses the wider impact of computer science in the society. In recent years, the teaching of Computing has ceased to be exclusive to higher and postgraduate education and has become a topic of basic education. In some countries it is taught as a specific subject, and in other countries, it is taught in an interdisciplinary way. This led to a significant increase in the number of published studies, investigating various aspects related to the CE.

To advance the literature on CE, this minitrack encourages submissions from any disciplinary background reporting different kinds of studies: e.g., empirical studies, case studies, methods and techniques, conceptual frameworks, and literature reviews. Beyond the title of the minitrack, the minitrack covers research and practice framed as related to neighboring concepts such as: computing educators, instructional designers, teacher educators, school administrators, policy makers, and other actors involved with CE:

• Students: e.g., studies on the effects of different technologies (digital or not) on computing students’ experience, behavior, performance, etc.
• Educational science: e.g., educational theories behind CE and its application.
• Culture: e.g., socio-cultural relations involving CE, Anthropology, and poetics in CE, bodies, gender, identity and politics in CE, etc.
• Pedagogy: pedagogical aspects (e.g., collaborative learning, blended learning, cognitive process, intellectual skills, edutainment, and others) in CE.
• Learning analytics: e.g., instruments for measure skills behind computer science, adaptivity and personalization in CE.
• Teaching strategies: e.g., unplugged computer science, robotics, visual languages, innovative didactic materials/techniques, new courses, metacognition, etc. Theories/concepts/methods: e.g., contributions to science around CE.
• Ethics: e.g, general ethical aspects involving CE, including those related to impacts of cybersecurity to society.
• Computation thinking: e.g, general aspects involving Computation Thinking.
• Curricula: e.g., CE for K2-K12, multidisciplinary, connected and interdisciplinary approaches involving CE, international curricula.

Authors of accepted papers have the option to fast-track extended versions of their HICSS papers to Smart Learning Environments.

Minitrack Co-Chairs:

Wilk Oliveira (Primary Contact)
Tampere University
wilk.oliveira@tuni.fi

Pasqueline Dantas
Federal University of Paraíba
pasqueline@dcx.ufpb.br

The objective of this minitrack is to contribute to the body of knowledge that helps scholars and practitioners increase their collective understanding of:

1. How knowledge, chatbot and other AI systems are planned, designed, built, implemented, used, evaluated, supported, upgraded, and evolved;
2. How knowledge and AI systems impact the context in which they are embedded; and
3. The human behaviors reflected within and induced through both (1) and (2)

By knowledge, chatbot and other AI systems, we mean systems in which human participants and/or machines perform work (processes and activities) related to the creation, retention, transfer and/or application of knowledge using information, technology, and other resources to produce informational products and/or services for internal or external customers (adapted from Alter 2008). Such systems may include, but are not limited to, knowledge management systems, decision systems, social media, expert systems, machine learning systems, and other AI systems as well as any other IT-enabled knowledge processes.

We welcome both design science and design theory research in knowledge and AI systems as well as behavioral research related to the appropriation of knowledge and AI systems in order to span the entire lifecycle of such systems. Topics relevant for submissions include, but are not limited to, the following:

• Theoretical models, methodologies, tools as well as technological and managerial practices for planning, designing, building, implementing, using, evaluating, supporting and upgrading knowledge, chatbot and other AI systems
• Case studies focusing on the planning, designing, building, implementing, using, evaluating, supporting and upgrading of knowledge processes and technologies (e.g., virtual reality, social media, expert systems, data analytics, AI, chatbot, machine learning, e-learning)
• Systems design for social knowledge creation and use (e.g., social media system architectures)
• Development of frameworks for classifying knowledge, chatbot and other AI systems
• Incorporating and/or integrating knowledge services and mashups, social media, Web 2.0/3.0, cloud computing, and/or ubiquitous technologies in knowledge, chatbot and other AI systems
• Appropriation and use of social media upon individual users, groups, businesses, and governments for supporting knowledge processes
• Diversity and ethical aspects of designing and appropriating knowledge, chatbot and other AI systems
• Changing organizational cultures and structures through knowledge, chatbot and other AI systems
• Design, evaluation, and/or use of processes, semantic technologies, knowledge retrieval and representation methods, and/or systems to map, track and/or visualize social networks and/or work systems in order to facilitate knowledge creation and sharing and quick problem solving (e.g., when unexpected coordination breakdowns emerge)
• Risks and challenges of knowledge, chatbot and other AI systems for knowledge practices (e.g., information overload, ‘operator hand-off’ problems, technostress, and protection of information assets)
• Design processes, representations, and/or kernel (reference) theories for co-designing and/or co-evolving knowledge, chatbot and other AI systems
• Technology-in-practice outcomes and processes across both technology-centric and socio-centric approaches to knowledge, chatbot and other AI systems design (as related to, but not limited to, various affordance and agency/agential frameworks, computersupported cooperative work, etc.)
• Human-computer interaction in knowledge, chatbot and other AI systems context
• Issues in, limitations of and barriers to accessing tacit knowledge with knowledge systems, AI systems, language processing systems and their hybrids (e.g., chatbox and avatars)
• Human behaviors reflected within human-machine structuration phenomena

Minitrack Co-Chairs:

Pierre Hadaya (Primary Contact)
Université du Québec à Montréal
hadaya.pierre@uqam.ca

W. David Holford
Université du Québec à Montréal
holford.w_david@uqam.ca

Stefan Smolnik
University of Hagen
Stefan.Smolnik@FernUni-Hagen.de

We bring together academicians, researcher, practitioners, and scientists who work in the areas of intelligent systems and its applications in academia, industry and the real world. This minitrack is expected to provide an opportunity for researchers to meet and discuss latest discoveries, solutions, results, and methods in design and architectures of AI systems and its real-world applications. We invite papers that promote data-centric and knowledge-based approach to AI which generate a broad spectrum of intelligent software applications. They range from acquisition of data/knowledge, data quality control, knowledge representation formalities, data-centric vs. model-centric, complexity of data, machine learning algorithms, functionalities and frameworks of intelligent systems architectures, to various algorithms and techniques for data and knowledge acquisition and representation, semantic modeling techniques, intelligent and multi agent systems and social media and web mining applications.

We would also like to receive papers across disciplines such as intelligent bioinformatics applications, intelligent agent systems in education and learning, heterogeneous knowledge- based systems for interdisciplinary fields, and AI systems in business applications. They may focus on design methodology and architectures for system performance improvement, assessment and technologies, and affect the way we build systems with intelligence today. Specific topics of interest may include:

• Architecture and applications for systems with intelligence
  • Knowledge-based systems and networks
  • Architectures and algorithms
  • Artificial neural networks
  • Learning theory (supervised/unsupervised/reinforcement learning)
  • Support vector machines
  • Fuzzy systems and applications
  • Bayesian networks and probabilistic reasoning
  • Rough sets
  • Bioinformatics applications
  • Intelligent edge computing
• Intelligent Agent
  • Learning and adaptation
  • Conversational agents (ChatGPT, GPT)
  • Knowledge acquisition and management
  • Models of emotion, motivation, or personality
  • Agent systems design and methodologies
  • Communication, collaboration, and interaction of humans and agents
  • Agent architectures and communication languages
  • Multi-agent communication, coordination, and collaboration
  • Knowledge-based intelligent agent
  • Natural language understanding application
• Internet modelling and data mining
  • Social media mining
  • Mining in mobile environment
  • Web mining and intelligence
  • Ontology
  • Text mining
  • Clustering algorithms and applications
  • Classification algorithms and applications
  • Uncertainty management for data mining
  • Discovering patterns in data
  • Search engine applications
  • XML mining
  • Adaptive hypermedia systems
• Knowledge management
  • Knowledge representation techniques
  • Semantic modeling
  • Domain modeling
  • Ontology construction
  • Web ontology languages
  • Digital libraries and multimedia libraries
  • Multimedia databases
  • Automatic acquisition of data and knowledge from raw text
  • Data and knowledge sharing
  • Heterogeneous knowledge bases

Minitrack Co-Chairs:

Sang Suh
Texas A&M University-Commerce
sang.suh@tamuc.edu

John Carbone
Forcepoint, LLC
John.Carbone@forcepointgov.com

Patrick Then
Swinburne University of Technology
pthen@swinburne.edu.my

Today’s classrooms have moved beyond just desktop computers that were once the norm and are now tech-infused with tablets, interactive online courses and even robots that can take notes and record lectures for students who are ill. The potential for scalable individualized learning goes beyond a classroom and has ushered an integrated environment that is seamless. Edtech tools make it easier for teachers to create individualized lesson plans and learning experiences that foster a sense of inclusivity and boost the learning capabilities of all students, no matter their age or learning abilities.

As an entity that outlines standards for business and academia, AACSB’s role can be seen as an integrator that brings business and academia together to foster long term success through strategic partnerships that help unite businesses and educators. This minitrack is developed to address and serve the purpose of:

• Connecting people – Businesses, communities, government and entities who can use advancement in frameworks of education to cultivate a change for a better future.
• Solving problems – Some of the major problems that requires methods to share knowledge and give a platform to the audience to be able to equip themselves with the right education. The minitrack helps bring partners that can find creative solutions, with the help of education, provisioned in the right possible ways.
• Developing champions – The minitrack aims to find methods to develop the champions and leaders that shall tackle the best problems. The results should not only solve the problems we face, but also inspire others to seek educational ways to resort to solutions.
• Creating Institutions/Entities – the societal impact we seek cannot be created using temporary solutions. We need to cultivate them over a period of time and help stay relevant to the needs to the society. These long terms entities shall provide the resources and leadership to have a purpose driven solution to our problems. This minitrack shall help bring those ideas and frameworks together that can create a lasting impact.

The value that we seek in our societies cannot be created on a one-way street. In fact the value that we seek cannot be created, but co-created. Edtech has the power of unifying these different elements in the society to create those long term and meaningful solutions through the use of technology. ‘Education beyond borders’, ‘Education for All’ are some schools of thought that have limitless benefits and the advancements in edtech can help us explore creative ways to make it a possibility. At the end of the day, the number one goal of education is to be that positive influence that helps brings solutions together. In the world of technology, edtech is that vehicle to make this happen.

The value that we seek in our societies cannot be created on a one-way street. In fact the value that we seek cannot be created, but co-created. Edtech has the power of unifying these different elements in the society to create those long term and meaningful solutions through the use of technology. ‘Education beyond borders’, ‘Education for All’ are some schools of thought that have limitless benefits and the advancements in edtech can help us explore creative ways to make it a possibility. At the end of the day, the number one goal of education is to be that positive influence that helps brings solutions together. In the world of technology, edtech is that vehicle to make this happen.

This minitrack welcomes papers in all formats including empirical studies, design, theory, theoretical framework, case studies, and etc. The minitrack encourages submission of any studies from an implementation standpoint of a technical or economical model, which engages emerging technologies in the area of edtech. The submissions include, but are not limited to, the following topics:

• Theories used in edtech
  
• Virtual and distributed edtech models and technologies
  
• Management of frameworks used in edtech
  
• Knowledge networks and the future of edtech
  
• Edtech implementation methodologiea
• Human networks in Edtech
  
• Quality Metrics to measure the effectiveness of Edtech platforms
  
• Best practices in edtech
  
• Management and implementation frameworks and standards
  
• Automation in edtech
  
• Knowledge sharing and management in edtech using novel technologies
  
• Repurposing current methodologies into edtech
  
• Governance models in edtech
  
• Software and eservices in edtech
  
• Role of corporates/governments in edtech

Minitrack Co-Chairs:

Gaurav Shekhar (Primary Contact)
University of Texas at Dallas
gaurav.shekhar@utdallas.edu

Deepak Khazanchi
University of Nebraska at Omaha
khazanchi@unomaha.edu

Game-based learning (GBL) broadly refers to learning and education that involves characteristics of games and play in their design, pedagogy, praxis, culture or teacher and learner experience. Game-based learning is a broad field of research and practice and contains under its umbrella for example the following key concepts: educational games, serious games, gamification of learning, games-with-a-purpose, science games, simulation games, smart toys, and others.

Gamefulness has increasingly become an integral part of any learning and education, and its rise is based on the premise that games are able to invoke beneficial engagement, interest, and motivation as well as cognitive, emotional, and social skill development.

To advance the literature on GBL, given the success of the first edition of the minitrack, the second edition GBL minitrack encourages submissions from any disciplinary background reporting different kinds of studies: e.g., empirical studies, case studies, methods and techniques, conceptual frameworks, and literature reviews. Beyond the title of the minitrack, the minitrack covers research and practice framed as related to neighboring concepts such as educational games, serious games, gamified learning, single and multiplayer games for learning, simulation, and training games, gameful design, etc. Studies should cover, but are not limited to, the following issues:

• Users: e.g., studies on the effects of GBL on usability, engagement, motivations, user/player types, individual differences, user modeling, etc.
• Educational science: educational effectiveness of GBL, educational theories and their application in GBL, games as assessment tools, games as educational research tools, pedagogical models for GBL, instructional design of GBL, learning mechanisms in GBL,
  emotions and affective interaction, etc.
• Computing: Computational aspects involving GBL, e.g., tangible/physical computing, artificial intelligence, algorithms, frameworks, architectures, etc.
• Technology: e.g., GBL in mobile games, procedural content generation, etc.
• Arts & Design: e.g., user interface design, emotional design, design of learning mechanics, mapping instructional methods to game mechanics, inclusive design and accessibility issues, narratives, media, and & languages in GBL, localization in GBL, etc.
• Culture: e.g., socio-cultural relations involving GBL, Anthropology, and poetics in GBL, bodies, gender, and politics in GBL, etc.
• Pedagogy: pedagogical aspects of GBL, e.g., personalization, collaborative learning, blended learning, cognitive process, intellectual skills, edutainment, etc.
• Learning analytics: e.g., adaptivity and personalisation in GBL, studies involving GBL in the learning analytics process, game-mechanics adaptation based on learning data, etc.
• Health: GBL for health, effects of GBL in health, health literacy, behavioral change, etc.
• Theories/concepts/methods: e.g., contributions to science around GBL
• Ethics: i.e., general ethical aspects involving GBL.

The Game-based learning minitrack is part of the Gamification Publication Track aimed at persistent development of gamification research. Authors of accepted papers have the option to fast-track extended versions of their HICSS papers to:

• Smart Learning Environments
• Internet Research
• AIS Transactions on Human-Computer Interaction

Minitrack Co-Chairs:

Wilk Oliveira (Primary Contact)
Tampere University
wilk.oliveira@tuni.fi

Maximilian Altmeyer
German Research Center for Artificial Intelligence
maximilian.altmeyer@dfki.de

Juho Hamari
Tampere University
juho.hamari@tuni.fi

This minitrack explores the impact and role of digitalization in terms of processes, tools, infrastructures, and ecosystems used in global groups, firms, institutions, and organizations. The analysis of digitalization and digital artifact characteristics is crucial for instance for entrepreneurial and internationalizing firms, as the shift towards digitalization enables a more efficient and effective knowledge exchange that is pivotal for global business practice and sustained business performance in foreign endeavors. This is particularly relevant for firms targeting global markets since their inception a.k.a. “Born Globals” and for those doing so through digital infrastructures and ecosystem since their foundation “Born Digitals”. Success of their entrepreneurial activities, international business operations, management and marketing is depending on effective learning and knowledge coordination that yearly increases also as an effect of the ever more permanent changes introduced by Covid-19 pandemic to global business.

Our minitrack covers aspects related to entrepreneurship, marketing, management, international business, digitalization, knowledge intensive firms like born digitals, and the role of information systems within these contexts. Given the increasing calls for research looking at the shifts in global knowledge innovation and entrepreneurial systems introduced by digital business and especially yielding from the pandemic, our minitrack invests a topic area that besides theoretical has an ever increased practical relevance, and thus will appeal to a much broader audience of academics and practitioners. We expect the submissions to follow this increasing trend. Consequently, our methodological and theoretical standpoints contemplate qualitative, quantitative, and mixed method research approaches, where cross-pollination of fields of research is particularly relevant. We welcome papers from researchers as well as practitioners. Potential topics in our minitrack may include, but are not limited to:

• Digitalization in the context of entrepreneurial, internationalizing firms or global organizations
• The role of digital artifacts in new entrepreneurial ventures, international new ventures, born globals, born digitals and other entrepreneurial firms
• Born digital firms, being digital from inception and featuring a digital infrastructure
• Business models of born digitals and internationalizing firms
• The role of cultural differences in managing and designing international customer relationship and other international marketing activities in the digitalized world
• Digital platforms in the context of international business and born digitals
• Managing global diversity and sustainability through digitalization
• Emerging digital business models of new space economy/business
• Managing global diversity and sustainability through digitalization and sharing economy
• Practitioner papers and field studies in topics above
• Changes spurring from the Covid-19 pandemic and impacting the global management activities of international entrepreneurial ventures

Minitrack Co-Chairs:

Sara Fraccastoro (Primary contact)
University of Eastern Finland
sara.fraccastoro@uef.fi

Mika Gabrielsson
University of Eastern Finland
mika.gabrielsson@uef.fi

Arto Ojala
University of Vaasa
arto.ojala@uwasa.fi

Fledging businesses do not suddenly become success stories. Good ideas do not suddenly go on to become products or services for sale in the marketplace. The most innovative products or services, the most-clever of ideas, and the most intelligent and hard-working entrepreneurs; all must rely on information systems and technologies to ultimately become a success. Such systems and technologies, together with the related theoretical foundations that allow them to operate and assist entrepreneurial enterprises in moving ahead are the focus of this minitrack.

In particular, this minitrack welcomes research, cases and empirical evidence on the role of innovation and entrepreneurship as they are supported by existing and emerging information systems and technologies. It is important to note that the submissions focusing on the theoretical underpinnings of innovation and entrepreneurial systems, while important in their own right, must be supported by references to the relevant systems and technologies that can be implemented as well. We welcome submissions that have this balance between theory and implementation of such technologies and systems for supporting entrepreneurial organizations. We are particularly interested in technical innovations that leverage IoT, deep learning and other technologies that capture and generate new knowledge. We also welcome papers that meld theoretical and empirical aspects of knowledge management for the initial stages of the corporate life cycle.  Likewise, this minitrack also welcomes papers on the education and training of entrepreneurship students and practitioners in knowledge management and their use of IT in this endeavor. Potential topics that the minitrack will address are:

• Knowledge creation and innovation in entrepreneurship
• Examples of innovation and entrepreneurship in the field and in the classroom
• Knowledge management in entrepreneurship education
• Successes and failures: cases and lessons learned
• Tools and techniques for innovation in start-up and small enterprises
• Opportunity discovery and design thinking
• Innovation and open systems in support of entrepreneurship
• Knowledge management and ideation
• Social entrepreneurship theories, models and applications
• Corporate entrepreneurship theories and applications of knowledge management
• Digital entrepreneurship, digital products, services, tools and business models
• Knowledge creation and management in technological innovation
• Digital collaboration and knowledge exchanges in entrepreneurial networks
• Incubators and maker spaces as hubs for knowledge creation
• Automated and augmented data for innovation and knowledge discovery
• Virtualization of business processes and knowledge implications
• The role of universities in facilitating entrepreneurial growth
• Knowledge management and innovation in entrepreneurial ecosystems

Minitrack Co-Chairs:

Cesar Bandera (Primary Contact)
New Jersey Institute of Technology
cesar.bandera@njit.edu

Katia Passerini
Seton Hall University
Katia.Passerini@shu.edu

Michael Bartolacci
Pennsylvania State University – Berks
mrb24@psu.edu

Sadan Kulturel-Konak
Penn State Berks
sxk70@psu.edu

This minitrack focuses on examining the nature and role of knowledge flows (e.g., knowledge exchange, transfer and sharing) across people, communities, networks and organizations, as well as across both space and time. Technical, managerial, behavioral, organizational and economic perspectives on knowledge flows will be accepted and presented in this minitrack, and both qualitative and quantitative research methods are welcome. Potential topics that this minitrack will address include:

• Technical, managerial, behavioral, organizational and economic challenges and perspectives on knowledge flows
• The effects on knowledge flows of the consumerization of IT (CoIT); Internet of things (IoT); social media, social computing, social networks and communities, communities of practice (CoPs); information and computer technologies (ICTs); knowledge reuse; organization and economic incentive structures; artificial intelligence (AI), machine learning and robotics, Robotic Process Automation (RPA); neuroscience, brain-computer interfaces, artificial humans and other computer-based entities
• Knowledge system analysis, design, test, evaluation, implementation, maintenance and redesign
• Harnessing, analyzing, visualizing and measuring knowledge flows for creativity, innovation, competitive advantage

Minitrack Co-Chairs:

Mika Yasuoka (Primary Contact)
Roskilde University
mikaj@ruc.dk

Mark Nissen
Naval Postgraduate School
MNissen@nps.edu

This minitrack highlights the roles of knowledge in organizations and individuals and the application of knowledge exchange. How it is decided to change, update, use, or disregard knowledge elements and how it is determined to intentionally suppress existing knowledge is of interest.

This minitrack also includes questions of how theory informs and impacts practice. We need to include not only the theorist, but the active practitioner and knowledge worker who develops, implements, manages, and uses knowledge management systems. Likewise, there are countless practical perspectives on how to initiate, coordinate, and monitor organizational learning processes that need to be explored, assessed, and recorded in the literature. All learning scholars that develop theory or demonstrate practice applications are welcome.

Research in this minitrack provides a “bridge” between the academic and theoretical constructs of knowledge management and the systems practitioner community. Therefore, methods of all types and structure may include – but are not limited to- case study and action research. All types of papers are welcomed.

Possible contributions regarding reports from the field in knowledge management may include, but are not limited to the following:

• Organizational learning:
  • Individual, group and organizational learning processes
  • Knowledge creation, acquisition, sense-making, transfer, change, unlearning, and forgetting in organizations
  • Organizational memory and knowledge base issues
  • Knowledge/ Organization adaptation, routines, or resistance issues
  • Promoting a Learning or Knowledge Organizations; innovations
  • The nature of leadership in knowledge or learning organizations
  • Innovation, entrepreneurship, resilience, and technological change
  • Methods to promote organizational learning in individuals
  • Issues of creation and maintenance of trust within organization
• Best practices in using technology, processes, or personnel to promote:
  • Knowledge creation, and / or knowledge maintenance
  • Storage of knowledge and/ or retrieving knowledge
  • A willingness to contribute or seek knowledge using a knowledge repository
  • Learning and unlearning processes in organizations
  • Communities of Practice
  • Competency, skill maintenance and knowledge management development
• Specific challenges encountered in knowledge management that either:
  • 2.1. Have been successfully been overcome in designing, implementing or using a knowledge management system
  • 2.2.  Those challenges that have defied resolution
• Knowledge Management and strategic planning:
  • Strategic planning of knowledge management processes
  • Vision development and KM; theoretical and practical foundations of knowledge-based vision and strategy development
  • KM, strategy and organizational routines
  • Latest innovations in KM
• Other challenges to the research community

Minitrack Co-Chair:

Alexander Kaiser
Vienna University of Economics and Business
alexander.kaiser@wu.ac.at

Research in this minitrack investigates the current state of research in measuring knowledge systems success and knowledge-based initiatives. As artificial Intelligence and associated systems are designed to augment and replace human actors, it is becoming increasingly important to identify and explore how knowledge artifacts contribute to the successful implementations of these systems. This minitrack encourages paper submissions from researchers and practitioners exploring value, performance and success measurement aspects of knowledge management systems. Topics of interest include but are not limited to:

• Impact of knowledge management strategy, organization, systems, culture, and other issues on knowledge management/organizational memory success
• Frameworks and models for assessing knowledge management and/or organizational memory systems
• The role of knowledge artifacts in artificial intelligence and augmented reality systems.
• The role of knowledge applications for digital transformation.
• Methodologies and processes for measuring knowledge management and/or organizational memory success and performance
• Organizational effectiveness/efficiency due to knowledge management/organizational memory/organizational learning, knowledge and organizational memory use
• The development of metrics and key performance indicators for evaluating knowledge systems.
• Benchmarking of knowledge-based initiatives
• Case studies of knowledge management and organizational memory success and performance measurements
• Measuring knowledge management and/or organizational memory performance in global organizations and globally dispersed communities
• Effectiveness and/or efficiency of knowledge management/organizational memory systems
• Modeling and measuring the impact of social software on knowledge management performance
• Anecdotes and user stories and their theoretical basis to facilitate the value of knowledge-based initiatives
• Developing grounded theory approaches to valuing knowledge-based initiatives
• Understanding knowledge-based initiatives’ activities and output as service offerings and exploring their productivity
• Usage, adoption and success of knowledge management methods

Minitrack Co-Chairs:

David Croasdell (Primary Contact)
University of Nevada, Reno
davec@unr.edu

Murray Jennex
West Texas A&M University
mjennex@wtamu.edu

Stefan Smolnik
University of Hagen
Stefan.Smolnik@FernUni-Hagen.de

The purpose of this Minitrack is to focus on research on the intersection of knowledge systems, knowledge management, security and risk management. It seeks papers that investigate issues related to security and protection of intellectual assets and explore how organizations can use security measures to protect their KM practices. We seek papers focusing on the management of knowledge risks by using technical, legal or organizational measures. In addition to the organizational perspective, we also welcome papers investigating the impact of new technologies such as big data analytics or AI on knowledge risks. We appreciate conceptual, empirical as well as design-oriented papers. Possible topics include, but are not limited to:

• Securing Knowledge and Innovation Systems
• Managing Knowledge Risks in the Knowledge Society
• Managing Knowledge Risks in Digital Supply Chains
• Securing intellectual assets
• Awareness for Knowledge Risks
• Privacy issues in Knowledge Systems, Knowledge Society, and Knowledge Management
• Assessing Knowledge Risks
• The dark side of unsecure knowledge, innovation, and/or entrepreneurial systems
• Manifestations of knowledge risks
• Definition of the Organizational Knowledge Boundary
• Risk Mitigation Plans for unwanted Knowledge Spillovers
• Preventive and reactive measures for knowledge protection
• Security strategies within and outside the company boundaries
• Training employees on potential threats to knowledge security breaches
• Preventative measures to secure KM assets
• Knowledge loss risk management
• Impact of immigration and cultural issues on potential KM security breach
• Using KM security to mitigate impacts of retirement and worker transience
• Measuring the risk of knowledge loss due to a security breach
• Security models and architectures for knowledge systems
• Modeling risk in knowledge systems
• Tradeoffs in knowledge systems between security and knowledge sharing
• Technologies for knowledge system security
• Using Knowledge and KM to improve security
• Data Analytics and Knowledge Risks
• Knowledge Risks in Digital Supply Chains
• Security in AI, AR, crowd science and other topics

Minitrack Co-Chairs:

Alexandra Durcikova (Primary Contact)
University of Oklahoma
alex@ou.edu

Murray Jennex
West Texas A&M University
mjennex@wtamu.edu

Ilona Ilvonen
Tampere University
Ilona.ilvonen@tuni.fi

The field of Knowledge Management (KM) has been undergoing a fundamental transformation. On the one hand, new and emerging topics such as Responsible Knowledge Management, Spiritual Knowledge Management or KM in purpose-driven organizations are gaining traction in research and practice. On the other hand, the ever increasing computational capacities and features of digital technologies, such as Artificial Intelligence, are changing how we collaborate, communicate and connect, paving the way for increasingly powerful KM systems. What do all these changes mean for the way we understand and study knowledge and KM? This minitrack is intended to bring together novel ideas to explore the future role of KM research and KM practice in a changing and increasingly dynamic digital world. Our overall goal is to define a research agenda for KM of the future and showcase how modern and innovative KM research looks like.

Researchers and practitioners are invited to share and present their ideas and proposals which topics KM research should address in the next decade. We welcome submissions for this minitrack adopting different theoretical lenses and worldviews, using a variety of research methods and conceptual ideas, and exploring the topic with a visionary mindset. Topics covered include, but are not limited to:

• What role should KM play in an increasingly connected world and how to ensure that role is realized?
• How can KM research tackle and contribute to solving the grand challenges of our times?
• What role does KM play in the transformation towards sustainable business?
• Business Ethics and KM – what can KM contribute to doing well by doing good?
• How can new approaches to KM, such as Responsible KM, be realized by means of concrete tools, techniques, and methods?
• What are epistemological alternatives to the prevailing paradigm of instrumental- calculative rationality, i.e., to the reliance on rational knowledge and thinking?
• KM and Spirituality – what is their link?
• What is the role of practical wisdom (i.e., phronesis) in managing organizations?
• How can the realization of an organization’s purpose and KM be connected?
• How can KM support topics such as Organizational Becoming or Organizational Self-Enactment?
• What is the role of tacit knowledge and how can the use of tacit knowledge be further improved in organizations and at the individual level?
• How can insights from KM research and practice enable remote work?
• KM as the foundation for Artificial Intelligence – or Artificial Intelligence as enabler for KM, or both directions?
• How should we integrate AI-based systems into KM initiatives as they possess increasing processing capabilities and degrees of agency?
• How much knowledge is in digital representations of knowledge, such as knowledge graphs?
• In what ways do new digital technologies change how people and organizations communicate and collaborate, and how does this change KM?How and to what extent should we expand established KM frameworks to account for new digital technologies?
• What is the role of unlearning in envisioning as well as adopting new KM practices?

This minitrack welcomes all types of contributions, both conceptual and empirical, using a variety of methods to provide new insights into the first steps of a research agenda for KM of the future.

Selected minitrack authors of accepted conference papers will be invited to submit an extended version of their paper for consideration to the journal The Learning Organization. Submitted papers will be fast-tracked through the review process.

Minitrack Co-Chairs:

Alexander Kaiser (Primary Contact)
Vienna University of Economics and Business
alexander.kaiser@wu.ac.at

Florian Kragulj
Vienna University of Economics and Business
florian.kragulj@wu.ac.at

Thomas Grisold
University of Liechtenstein
thomas.grisold@uni.li

Augmented Intelligence is a type of the artificial intelligence (AI) designed to enhance human abilities to make decisions and solve problems through the coordination mechanism of human agents and agentic AI artifacts. Compared to the traditional AI whose ultimate goal is to replicate human intelligence, Augmented Intelligence aims to augment human intelligence that includes not only the cognitive intelligence, but also emotional intelligence, social intelligence, and physical intelligence. It has a clear emphasis that humanity, not machines, is the core of this scientific inquiry.

In recent years, more and more practitioners and researchers start to accept this more holistic view of AI and to demonstrate that the ultimate goal of AI is not to replace humans but to augment human. Augmented Intelligence describes a hybrid system of not only the artificial intelligence agents, but also the human agents, therefore opening up new research opportunities not only for researchers from technical fields, but also for researchers in behavioral science, social science, organization science, human-computer interaction and many other fields.

This minitrack welcomes papers in all formats including empirical studies, design, theory, theoretical framework, case studies, and etc. It welcomes any studies that investigate Augmented Intelligence from both technical perspectives and social behavioral perspectives. Potential topics include, but are not limited to:

• AI and future of work
• AI and knowledge management
• AI Constitution
• AI governance
• AI in digital economy
• AI in healthcare
• AI laws and regulations
• Algorithmic accountability
• Anthropic AI Ethics
• Biases in machine learning models and best practices
• Biases in robotics and best practices
• Design of generative transformer architecture
• Ethical AI use and development
• Generative AI model for breakthrough applications and its impact on individual, organizational, and society
• Human–AI hybrids
• Large language models
• Organizational adoption and use of AI
• Reinforcement learning
• Responsible AI
• Trust towards AI
• Use of robots and the impacts in the workplaces
• Users’ fear of AI
• Value-Sensitive Design and AI system design

Minitrack Co-Chairs:

Yibai Li (Primary Contact)
University of Scranton
yibai.li@scranton.edu

Yichuan Wang
University of Sheffield
yichuan.wang@sheffield.ac.uk

Xuefei Nancy Deng
California State University, Dominguez Hills
ndeng@csudh.edu