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Jolan Velencei

Óbuda University, Keleti Faculty of Business and Management, Faculty Member

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Jolan received her PhD in Economics and Management from the Budapest University of Technology and Economics in 2008. She received the Habilitation degree in 2016 for her thesis entitled "Decision makers vary". She is currently an Associate Professor at Keleti Faculty of Business and Management of Óbuda University, Budapest, Hungary. Her research is focused on modelling personal knowledge supported by building knowledge bases and drawing concept maps. Recently she has developed two Massive Open Online Course (MOOC) titled “Decision Support Systems” and “Innovation for Entrepreneurs” which are delivered in Hungary. Author of 5 books and over 60 scholarly articles in management science.

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Vrije Universiteit Brussel

Jordi Vallverdú

Universitat Autònoma de Barcelona

Stefano Dietrich

Consiglio Nazionale delle Ricerche (CNR)

University of California, San Diego

David Pierre Leibovitz

Carleton University

Cristina Bicchieri

University of Pennsylvania

Vrije Universiteit Brussel

Viktor Dörfler

University of Strathclyde, Glasgow

University of Notre Dame (Australia)

UCL Institute of Education

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Papers by Jolan Velencei

Five years on K-MOOC: Challenges on Higher Education

Carpathian Basin Online Educational Centre: KMOOC was founded in 2014 by Óbuda University in orde... more Carpathian Basin Online Educational Centre: KMOOC was founded in 2014 by Óbuda University in order to develop online courses in Hungarian for students studying on their mother tongue in the Carpathian Basin, within and around Hungary. By now, 22 Hungarian and 14 other universities from the Carpathian Basin joined the initiative and more than 60 online courses have been developed. Present study outlines observations of the past five years on one hand and reveals challenges teachers had to face when developing the courses on the other.

Transdisciplinary approach to find connections between altruism and safety

Biztonságtudományi Szemle, Oct 28, 2020

On the Impact of Online Courses on Engineering Education

The government has produced several documents, lately, which referred to teaching strategies. The... more The government has produced several documents, lately, which referred to teaching strategies. They have focused on e-learning, and the need for online training in modern education. There is a significant challenge regarding for the “z” generation for universities, since more than half of the students are currently working beside their studies. Universities have to focus on the needs of the students, besides their training and preparation for their studies as well as their jobs and family life. The response to these challenges is providing online courses, which are suited for this new generation of students, making sure that the courses available for the students are increasing in number as well as quality of teaching.

How Did Reciprocity Evolve in Online Communication? Turnout of Reciprocal Altruism

Theory, Methodology, Practice, 2020

Why do we help strangers on the Internet? Sharing our experience, knowledge, or information does ... more Why do we help strangers on the Internet? Sharing our experience, knowledge, or information does not involve a large investment of energy, yet users often expect to be rewarded for sharing their personal resources. Economics and other disciplines call this type of exchange reciprocal altruism. The present research introduces different types of altruism and then deals with reciprocal altruism. It describes how this form of selflessness can appear in social media. The aim of the research is to create an overview of Hungarian and international research, which is the first step of a long-term, comprehensive research project.

Designing a ‘Strategic Partner' School

It is the fourth time that we create a new management school. Every time it was different and eve... more It is the fourth time that we create a new management school. Every time it was different and every time we have learned a lot from the process of curriculum design in harmony with the voice of the times. In this paper we outline the process of curriculum design through our latest experience in creating the Strategic Partner School in Hungary. Although there are important characteristics of the Middle-East European market for post-experiential business education taken into consideration, the meta-level of the process, i.e. how to identify the relevant characteristics, can be applicable well beyond the area in which this study originated. Naturally, our way is not the only right way of curriculum design but our aim with this study is to stimulate thinking and discussion rather than selling a recipe.

Knowledge Visualization by Doctus Knowledge Galaxy

Knowledge on knowledge in knowledge portal

Information Technology Interfaces, Jun 7, 2004

Knowledge has become the most important producer of wealth in society and in organizations. Corpo... more Knowledge has become the most important producer of wealth in society and in organizations. Corporate success in today&amp;amp;amp;amp;amp;#x27;s economy comes from being able to acquire, codify, and transfer knowledge more effectively and with greater speed. Important aspect of knowledge management is extraction of the personal tacit knowledge and putting it into words and order, so that others can attain it

Švaleri: Ekspertni Sistemi Su Ulovili Svoj Plijen a Poslije Su Brzo „Hvatali Maglu“

Zbornik radova Ekonomskog fakulteta u Istočnom Sarajevu, Aug 1, 2014

Rezime: Ekspertne sisteme (ES) su razvijale male laboratorije ili strastveni pojedinci i fianasir... more Rezime: Ekspertne sisteme (ES) su razvijale male laboratorije ili strastveni pojedinci i fianasirali su se iz IR fondova. Ponenekada se to radilo čak i u "slobodno vrijeme". Tako su ljuske ES završile s izvještajem o završenom poslu. Ako je bilo primjene, onda je to bilo toliko koliko se obećalo za prolaznu ocjenu završenog projekta. Ako razumijemo milje, onda se nećemo čuditi sadašnjoh vezi kompjutor-čovjek. Ključne riječi: poslovno odlučivanje, ekspertni sistemi, sistemi bazirani na znanju. JEL класификација: C88 Summary: Expert Systems (ES) have been developed by small laboratories or passionate individuals and they were financed from R&D funds. At some times it was even done in "free time". Thus, the ES shell completed with a report on the completed work. If there had been any application, then it was as much as promised to get a pass for the completed project. If we understand the environment, then we would not be surprised at the current computer-human relationship.

Decision Maker in the Global Village

Advances in logistics, operations, and management science book series, 2017

The Nobel Memorial Prize in Economics has been awarded twice so far to researchers in the area of... more The Nobel Memorial Prize in Economics has been awarded twice so far to researchers in the area of decision making. In 1978 to Herbert Simon "for his pioneering research into the decision-making process within economic organizations" and in 2002 to Daniel Kahneman "for having integrated insights from psychological research into economic science, especially concerning human judgment and decisionmaking under uncertainty". In spite of this, in business schools and schools of economics courses in decision making focus on decision tools of applied operations research. There are, however, newer views that have not yet made their ways into the decision curricula. Therefore the authors argue that in the Global Village the decision taker's role is wearing off while the decision maker's role is changing. Now, that a great deal of knowledge is available freely and free of charge, a new possibility is opening up for a new type of thinking together. In this Chapter the authors take a closer look at this thinking together. DEMARCATION The following is one of the authors' favorite stories, Wittgenstein's Poker, a confession by Karl Popper about the philosophical greats. In the beginning of the 1946-47 academic year, I was invited by the secretary of the Moral Sciences Club... Wittgenstein, who was seated near the fireplace and playing with a poker, provocatively stated the question. "State one example of a moral rule." To which I replied, "Not to threaten visiting lecturers with pokers." To this, Wittgenstein abruptly left... After Wittgenstein had left, a pleasant philosophical debate ensued, to which Bertrand Russell was a member (Popper, 1998, p. 112).

There's a Flip Side

GILE journal of skills development, Mar 9, 2021

Steven Pinker wrote in the introduction to one of his books that every idea in the book may turn ... more Steven Pinker wrote in the introduction to one of his books that every idea in the book may turn out to be wrong, but that would be progress, because our old ideas were too vapid to be wrong. In this essay we are also trying to understand which the right question is. We are looking for a question for which we do not have to look for a single correct answer. We are looking for a question that makes those who prone thinking to be actually start thinking. Here is the question: what does a child learn? We remember that all of us, our children and our grandchildren played with things that were made available to them. Some of us played with dolls, balls, Barbie dolls, Lego blocks, or 5G smart gadgets. The child kicked the ball, comforted the doll the same way as nowadays he or she plays with 5G smart gadgets without any prior training. The tools have simply become more sophisticated. However, something did not change. Ancient Greek tales were read to all. Is it possible the other way round, namely to read or watch contemporary tales on ancient Greek gadgets? We tend to claim that this is impossible, as gadgets are becoming ever more modern day by day, and ancient Greek tales and their ethical norms do not change. In this essay we argue that the 'Septem Artes Liberales' are permanent, but the 'Septem Artes Vulgares' change. As we stated earlier, the emphasis is on asking the right question. Noam Chomsky suggests the terms 'problem' and 'mystery'. Here and now, we are using the terms 'puzzle' and 'mystery' to depict unknown phenomena. This is how we view it: the unknown phenomena of the world are mistakenly classified as puzzles, to which someone either already knows the solution or else the solution will become known sometime in the future. Let us instead accept a world where the 'Septem Artes Liberales' have mysteries, while the 'Septem Artes Vulgares' have puzzles. This explains why the solutions for puzzles have become more sophisticated over time. The mysteries have endured, and it is good that they have done so.

Mashup content for passionate learners: bridge between formal and informal learning

We have recently visited the World’s largest building, the Boing manufacturing plant, and have se... more We have recently visited the World’s largest building, the Boing manufacturing plant, and have seen the 787 ‘Dreamliner’. It is a beautiful aircraft. The engineers who designed it, just like those who designed the enormous building in which it is assembled, are clearly competent practitioners. How they achieved this high level of competence? They started with formal multidisciplinary education in their primary and perhaps secondary schools. They learned to sing, to read, to calculate. Later on they went through formal education dominated by their respective engineering disciplines during their university years. The outcome of the university is a cultivated mind – however, this cultivated mind is formal and not ready to produce incredible things, such as the Dreamliner or the building in which it is assembled. When the cultivated mind meets passion, Passionate Lifelong Learners continue learning in the context of their praxis through informal modes of learning. Thus competence emerge...

What is the Difference? There was Always Lifelong Learning

In this paper we start from examining the resource-based view (RBV), a widely accepted conceptual... more In this paper we start from examining the resource-based view (RBV), a widely accepted conceptual framework, and query its applicability in the very near future. Our initial point is that the notion of resources is automatically associated with the scarcity of resources; therefore RBV cannot serve as an appropriate framework in an era in which we have the abundance of the most important resource knowledge. This new era changes the conditions significantly, resulting in the loss of validity of the previously established framework. We cannot offer yet a comprehensive framework to replace RBV. What we try to achieve in this paper is to observe some prospective characteristics, some of which we can, at least partially, explain, others we cannot explain yet. In some instances we can only identify the problem, such as that we cannot possibly know what the 'right knowledge' will be in the near future. As it is all about learning, we bring together many different perspectives about learning in a transdisciplinary manner, in order to start identifying and clarifying reference points, which will characterize the new conceptual framework that we and many others will work on developing in the next few years.

Business Creativity: An Evolutionary Approach

Skype innovated the communication and was acquired by eBay for nearly $4 billion altogether. They... more

Understanding creativity

We have never seen creativity. More precisely, we have never seen the creative process; what we h... more We have never seen creativity. More precisely, we have never seen the creative process; what we have seen is the creative individual (ex ante) and the outcome of creativity (ex post). Therefore we try to understand creativity by examining creative individuals and their creations. In this paper we only consider the creation of new knowledge. We draw on a wide variety of backgrounds. We wander into the area of cognitive psychology to investigate who is talented for creativity. We also draw on arts, history and philosophy of science, stories of mystics, some great novels and essays we have read as well as our experience in both working with creatives and creating new knowledge. Based on this shaky foundation we will describe creativity as illumination, through jokes, as a quest for harmony, as being kissed by the muse

Examining academic vs. applied doctorate

The role of formal education in general and of university education in particular is often discus... more The role of formal education in general and of university education in particular is often discussed nowadays. We have engaged in this debate previously, arguing that although it is bound to change, university education is here to stay. We have developed a model of education, in which universities and corporate universities play complementary roles, and the competent practitioner develops going back and forth between the two. Most recently we are looking into further examining how this conception works at the doctoral level. The outcome of the university is a semi-specialised cultivated mind. By semi-specialised we mean that it is not a balanced and comprehensive knowledge, but engineers can still read, know some history, and some of them will appreciate arts while others will play football with their friends. Some are more narrowly focused than others, but all of them will have knowledge limited to the part of their respective disciplines that can be taught and learned. At the univ...

Educating the transdisciplinary mind : curriculum design for a professional doctorate

In our current curriculum design project we are building on many years of experience in designing... more In our current curriculum design project we are building on many years of experience in designing curricula and starting new degree courses. We are particularly building on the methodological approach developed over the years, that can be summarised in the following five design concepts: the overall curriculum design process is ‘quasi-algorithmic’, the individual steps within the process are ‘quasi-heuristic’, the desired learning process is ‘quasi-incremental’, the outcome of this learning process is a ‘quasi-abductive’ big picture, and it is ‘quasi-validated’ in the context of a single problem area. Similarly to most of our recent endeavours, this professional doctoral school (PDS) will also be post-experiential. This time, however, we are working on a unique educational concept at doctoral level. We are pioneering a professional doctorate which concept is currently unknown in the context of the Hungarian higher education. Furthermore, our curriculum design is unique worldwide.

Prelude for experience mining : (re-)using relevant experience for smart decision support

After 10 years in teaching a variety of topics in decision making one of the authors decided to d... more After 10 years in teaching a variety of topics in decision making one of the authors decided to develop a tool that can help decision makers to consolidate their knowledge around a particular decision problem. The three remaining authors have joined the RD the work resulted in the Doctus knowledge-based system which is currently 25 years in development. In the most recent incarnation of Doctus we are able to identify relevant patterns from previous decisions by other decision makers, learning from which can be helpful to the decision makers with the decision situation at hand. In this paper we introduce the latest incarnation of our Doctus KBS, featuring three distinct ways of reasoning; the newest 'third way of reasoning' supports reusing previous decision experience. As far as we know, Doctus is currently the only decision support tool capable of identifying relevant experience as well as learning from it. In this paper we provide a prelude for how the new solution should ...

Supporting the Competent Practitioner: Trans-disciplinary Coaching with a Knowledge-Based Expert System

INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION, 2014

The purpose of this paper is to describe the roles of the coach and the coachee from the perspect... more The purpose of this paper is to describe the roles of the coach and the coachee from the perspective of their respective competences and a particular type of the coaching process that we call ‘competent coaching’. We also show how this process can be supported with a knowledge-based expert system (KBS); to illustrate this, we introduce a particular knowledge-based expert system shell, Doctus, that can assist the coaching process. We also offer a set of concepts, organised into a conceptual framework, in order to help both coach and coachee to (re-)shape the coaching process and thus achieve greater contextual sensitivity. Our contribution is a multi-personal account, rooted in some 100 years of combined coaching experience and around four decades of researching and teaching coaching to business school students at the undergraduate, MBA and doctoral level, including executive education.

Decision Maker in the Global Village

Knowledge Management Initiatives and Strategies in Small and Medium Enterprises

The Nobel Memorial Prize in Economics has been awarded twice so far to researchers in the area of... more The Nobel Memorial Prize in Economics has been awarded twice so far to researchers in the area of decision making. In 1978 to Herbert Simon “for his pioneering research into the decision-making process within economic organizations” and in 2002 to Daniel Kahneman “for having integrated insights from psychological research into economic science, especially concerning human judgment and decision-making under uncertainty”. In spite of this, in business schools and schools of economics courses in decision making focus on decision tools of applied operations research. There are, however, newer views that have not yet made their ways into the decision curricula. Therefore the authors argue that in the Global Village the decision taker's role is wearing off while the decision maker's role is changing. Now, that a great deal of knowledge is available freely and free of charge, a new possibility is opening up for a new type of thinking together. In this Chapter the authors take a clo...

Idea championing : the role of people who make it happen

People who have the ideas, the so called idea practitioners, do not talk to corporate governance.... more People who have the ideas, the so called idea practitioners, do not talk to corporate governance. And they should not. They don’t speak the same language, they are not interested in the same issues and therefore in they are not interested in the same aspects of creativity. The smart strategies from the top can only result in reforms. However, the change, which is the essence of rejuvenation, can only be achieved by revolutions that usually start from the bottom. Every revolution has a germ from which it starts, a prophet, who leads the revolution and sufficient number of followers. In this paper we are interested in the germ, i.e. the creative idea, and the prophet, i.e. the idea champion. We do not know much about the process of creativity in which the idea is born. What we have seen is the creative person and the outcome of creativity. The crucial question for the corporate governance is which idea to finance. We are tackling a more fundamental question here concerning how it is decided which creative idea is taken forward? More profoundly: has the time come for the corporate governance to decide the fate of creative ideas through negotiating with the idea champions instead of made-up feasibility studies?

Five years on K-MOOC: Challenges on Higher Education

Carpathian Basin Online Educational Centre: KMOOC was founded in 2014 by Óbuda University in orde... more Carpathian Basin Online Educational Centre: KMOOC was founded in 2014 by Óbuda University in order to develop online courses in Hungarian for students studying on their mother tongue in the Carpathian Basin, within and around Hungary. By now, 22 Hungarian and 14 other universities from the Carpathian Basin joined the initiative and more than 60 online courses have been developed. Present study outlines observations of the past five years on one hand and reveals challenges teachers had to face when developing the courses on the other.

Transdisciplinary approach to find connections between altruism and safety

Biztonságtudományi Szemle, Oct 28, 2020

On the Impact of Online Courses on Engineering Education

The government has produced several documents, lately, which referred to teaching strategies. The... more The government has produced several documents, lately, which referred to teaching strategies. They have focused on e-learning, and the need for online training in modern education. There is a significant challenge regarding for the “z” generation for universities, since more than half of the students are currently working beside their studies. Universities have to focus on the needs of the students, besides their training and preparation for their studies as well as their jobs and family life. The response to these challenges is providing online courses, which are suited for this new generation of students, making sure that the courses available for the students are increasing in number as well as quality of teaching.

How Did Reciprocity Evolve in Online Communication? Turnout of Reciprocal Altruism

Theory, Methodology, Practice, 2020

Why do we help strangers on the Internet? Sharing our experience, knowledge, or information does ... more Why do we help strangers on the Internet? Sharing our experience, knowledge, or information does not involve a large investment of energy, yet users often expect to be rewarded for sharing their personal resources. Economics and other disciplines call this type of exchange reciprocal altruism. The present research introduces different types of altruism and then deals with reciprocal altruism. It describes how this form of selflessness can appear in social media. The aim of the research is to create an overview of Hungarian and international research, which is the first step of a long-term, comprehensive research project.

Designing a ‘Strategic Partner' School

It is the fourth time that we create a new management school. Every time it was different and eve... more It is the fourth time that we create a new management school. Every time it was different and every time we have learned a lot from the process of curriculum design in harmony with the voice of the times. In this paper we outline the process of curriculum design through our latest experience in creating the Strategic Partner School in Hungary. Although there are important characteristics of the Middle-East European market for post-experiential business education taken into consideration, the meta-level of the process, i.e. how to identify the relevant characteristics, can be applicable well beyond the area in which this study originated. Naturally, our way is not the only right way of curriculum design but our aim with this study is to stimulate thinking and discussion rather than selling a recipe.

Knowledge Visualization by Doctus Knowledge Galaxy

Knowledge on knowledge in knowledge portal

Information Technology Interfaces, Jun 7, 2004

Knowledge has become the most important producer of wealth in society and in organizations. Corpo... more Knowledge has become the most important producer of wealth in society and in organizations. Corporate success in today&amp;amp;amp;amp;amp;#x27;s economy comes from being able to acquire, codify, and transfer knowledge more effectively and with greater speed. Important aspect of knowledge management is extraction of the personal tacit knowledge and putting it into words and order, so that others can attain it

Švaleri: Ekspertni Sistemi Su Ulovili Svoj Plijen a Poslije Su Brzo „Hvatali Maglu“

Zbornik radova Ekonomskog fakulteta u Istočnom Sarajevu, Aug 1, 2014

Rezime: Ekspertne sisteme (ES) su razvijale male laboratorije ili strastveni pojedinci i fianasir... more Rezime: Ekspertne sisteme (ES) su razvijale male laboratorije ili strastveni pojedinci i fianasirali su se iz IR fondova. Ponenekada se to radilo čak i u "slobodno vrijeme". Tako su ljuske ES završile s izvještajem o završenom poslu. Ako je bilo primjene, onda je to bilo toliko koliko se obećalo za prolaznu ocjenu završenog projekta. Ako razumijemo milje, onda se nećemo čuditi sadašnjoh vezi kompjutor-čovjek. Ključne riječi: poslovno odlučivanje, ekspertni sistemi, sistemi bazirani na znanju. JEL класификација: C88 Summary: Expert Systems (ES) have been developed by small laboratories or passionate individuals and they were financed from R&D funds. At some times it was even done in "free time". Thus, the ES shell completed with a report on the completed work. If there had been any application, then it was as much as promised to get a pass for the completed project. If we understand the environment, then we would not be surprised at the current computer-human relationship.

Decision Maker in the Global Village

Advances in logistics, operations, and management science book series, 2017

The Nobel Memorial Prize in Economics has been awarded twice so far to researchers in the area of... more The Nobel Memorial Prize in Economics has been awarded twice so far to researchers in the area of decision making. In 1978 to Herbert Simon "for his pioneering research into the decision-making process within economic organizations" and in 2002 to Daniel Kahneman "for having integrated insights from psychological research into economic science, especially concerning human judgment and decisionmaking under uncertainty". In spite of this, in business schools and schools of economics courses in decision making focus on decision tools of applied operations research. There are, however, newer views that have not yet made their ways into the decision curricula. Therefore the authors argue that in the Global Village the decision taker's role is wearing off while the decision maker's role is changing. Now, that a great deal of knowledge is available freely and free of charge, a new possibility is opening up for a new type of thinking together. In this Chapter the authors take a closer look at this thinking together. DEMARCATION The following is one of the authors' favorite stories, Wittgenstein's Poker, a confession by Karl Popper about the philosophical greats. In the beginning of the 1946-47 academic year, I was invited by the secretary of the Moral Sciences Club... Wittgenstein, who was seated near the fireplace and playing with a poker, provocatively stated the question. "State one example of a moral rule." To which I replied, "Not to threaten visiting lecturers with pokers." To this, Wittgenstein abruptly left... After Wittgenstein had left, a pleasant philosophical debate ensued, to which Bertrand Russell was a member (Popper, 1998, p. 112).

There's a Flip Side

GILE journal of skills development, Mar 9, 2021

Steven Pinker wrote in the introduction to one of his books that every idea in the book may turn ... more Steven Pinker wrote in the introduction to one of his books that every idea in the book may turn out to be wrong, but that would be progress, because our old ideas were too vapid to be wrong. In this essay we are also trying to understand which the right question is. We are looking for a question for which we do not have to look for a single correct answer. We are looking for a question that makes those who prone thinking to be actually start thinking. Here is the question: what does a child learn? We remember that all of us, our children and our grandchildren played with things that were made available to them. Some of us played with dolls, balls, Barbie dolls, Lego blocks, or 5G smart gadgets. The child kicked the ball, comforted the doll the same way as nowadays he or she plays with 5G smart gadgets without any prior training. The tools have simply become more sophisticated. However, something did not change. Ancient Greek tales were read to all. Is it possible the other way round, namely to read or watch contemporary tales on ancient Greek gadgets? We tend to claim that this is impossible, as gadgets are becoming ever more modern day by day, and ancient Greek tales and their ethical norms do not change. In this essay we argue that the 'Septem Artes Liberales' are permanent, but the 'Septem Artes Vulgares' change. As we stated earlier, the emphasis is on asking the right question. Noam Chomsky suggests the terms 'problem' and 'mystery'. Here and now, we are using the terms 'puzzle' and 'mystery' to depict unknown phenomena. This is how we view it: the unknown phenomena of the world are mistakenly classified as puzzles, to which someone either already knows the solution or else the solution will become known sometime in the future. Let us instead accept a world where the 'Septem Artes Liberales' have mysteries, while the 'Septem Artes Vulgares' have puzzles. This explains why the solutions for puzzles have become more sophisticated over time. The mysteries have endured, and it is good that they have done so.

Mashup content for passionate learners: bridge between formal and informal learning

We have recently visited the World’s largest building, the Boing manufacturing plant, and have se... more We have recently visited the World’s largest building, the Boing manufacturing plant, and have seen the 787 ‘Dreamliner’. It is a beautiful aircraft. The engineers who designed it, just like those who designed the enormous building in which it is assembled, are clearly competent practitioners. How they achieved this high level of competence? They started with formal multidisciplinary education in their primary and perhaps secondary schools. They learned to sing, to read, to calculate. Later on they went through formal education dominated by their respective engineering disciplines during their university years. The outcome of the university is a cultivated mind – however, this cultivated mind is formal and not ready to produce incredible things, such as the Dreamliner or the building in which it is assembled. When the cultivated mind meets passion, Passionate Lifelong Learners continue learning in the context of their praxis through informal modes of learning. Thus competence emerge...

What is the Difference? There was Always Lifelong Learning

In this paper we start from examining the resource-based view (RBV), a widely accepted conceptual... more In this paper we start from examining the resource-based view (RBV), a widely accepted conceptual framework, and query its applicability in the very near future. Our initial point is that the notion of resources is automatically associated with the scarcity of resources; therefore RBV cannot serve as an appropriate framework in an era in which we have the abundance of the most important resource knowledge. This new era changes the conditions significantly, resulting in the loss of validity of the previously established framework. We cannot offer yet a comprehensive framework to replace RBV. What we try to achieve in this paper is to observe some prospective characteristics, some of which we can, at least partially, explain, others we cannot explain yet. In some instances we can only identify the problem, such as that we cannot possibly know what the 'right knowledge' will be in the near future. As it is all about learning, we bring together many different perspectives about learning in a transdisciplinary manner, in order to start identifying and clarifying reference points, which will characterize the new conceptual framework that we and many others will work on developing in the next few years.

Business Creativity: An Evolutionary Approach

Skype innovated the communication and was acquired by eBay for nearly $4 billion altogether. They... more

Understanding creativity

We have never seen creativity. More precisely, we have never seen the creative process; what we h... more We have never seen creativity. More precisely, we have never seen the creative process; what we have seen is the creative individual (ex ante) and the outcome of creativity (ex post). Therefore we try to understand creativity by examining creative individuals and their creations. In this paper we only consider the creation of new knowledge. We draw on a wide variety of backgrounds. We wander into the area of cognitive psychology to investigate who is talented for creativity. We also draw on arts, history and philosophy of science, stories of mystics, some great novels and essays we have read as well as our experience in both working with creatives and creating new knowledge. Based on this shaky foundation we will describe creativity as illumination, through jokes, as a quest for harmony, as being kissed by the muse

Examining academic vs. applied doctorate

The role of formal education in general and of university education in particular is often discus... more The role of formal education in general and of university education in particular is often discussed nowadays. We have engaged in this debate previously, arguing that although it is bound to change, university education is here to stay. We have developed a model of education, in which universities and corporate universities play complementary roles, and the competent practitioner develops going back and forth between the two. Most recently we are looking into further examining how this conception works at the doctoral level. The outcome of the university is a semi-specialised cultivated mind. By semi-specialised we mean that it is not a balanced and comprehensive knowledge, but engineers can still read, know some history, and some of them will appreciate arts while others will play football with their friends. Some are more narrowly focused than others, but all of them will have knowledge limited to the part of their respective disciplines that can be taught and learned. At the univ...

Educating the transdisciplinary mind : curriculum design for a professional doctorate

In our current curriculum design project we are building on many years of experience in designing... more In our current curriculum design project we are building on many years of experience in designing curricula and starting new degree courses. We are particularly building on the methodological approach developed over the years, that can be summarised in the following five design concepts: the overall curriculum design process is ‘quasi-algorithmic’, the individual steps within the process are ‘quasi-heuristic’, the desired learning process is ‘quasi-incremental’, the outcome of this learning process is a ‘quasi-abductive’ big picture, and it is ‘quasi-validated’ in the context of a single problem area. Similarly to most of our recent endeavours, this professional doctoral school (PDS) will also be post-experiential. This time, however, we are working on a unique educational concept at doctoral level. We are pioneering a professional doctorate which concept is currently unknown in the context of the Hungarian higher education. Furthermore, our curriculum design is unique worldwide.

Prelude for experience mining : (re-)using relevant experience for smart decision support

After 10 years in teaching a variety of topics in decision making one of the authors decided to d... more After 10 years in teaching a variety of topics in decision making one of the authors decided to develop a tool that can help decision makers to consolidate their knowledge around a particular decision problem. The three remaining authors have joined the RD the work resulted in the Doctus knowledge-based system which is currently 25 years in development. In the most recent incarnation of Doctus we are able to identify relevant patterns from previous decisions by other decision makers, learning from which can be helpful to the decision makers with the decision situation at hand. In this paper we introduce the latest incarnation of our Doctus KBS, featuring three distinct ways of reasoning; the newest 'third way of reasoning' supports reusing previous decision experience. As far as we know, Doctus is currently the only decision support tool capable of identifying relevant experience as well as learning from it. In this paper we provide a prelude for how the new solution should ...

Supporting the Competent Practitioner: Trans-disciplinary Coaching with a Knowledge-Based Expert System

INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION, 2014

The purpose of this paper is to describe the roles of the coach and the coachee from the perspect... more The purpose of this paper is to describe the roles of the coach and the coachee from the perspective of their respective competences and a particular type of the coaching process that we call ‘competent coaching’. We also show how this process can be supported with a knowledge-based expert system (KBS); to illustrate this, we introduce a particular knowledge-based expert system shell, Doctus, that can assist the coaching process. We also offer a set of concepts, organised into a conceptual framework, in order to help both coach and coachee to (re-)shape the coaching process and thus achieve greater contextual sensitivity. Our contribution is a multi-personal account, rooted in some 100 years of combined coaching experience and around four decades of researching and teaching coaching to business school students at the undergraduate, MBA and doctoral level, including executive education.

Decision Maker in the Global Village

Knowledge Management Initiatives and Strategies in Small and Medium Enterprises

The Nobel Memorial Prize in Economics has been awarded twice so far to researchers in the area of... more The Nobel Memorial Prize in Economics has been awarded twice so far to researchers in the area of decision making. In 1978 to Herbert Simon “for his pioneering research into the decision-making process within economic organizations” and in 2002 to Daniel Kahneman “for having integrated insights from psychological research into economic science, especially concerning human judgment and decision-making under uncertainty”. In spite of this, in business schools and schools of economics courses in decision making focus on decision tools of applied operations research. There are, however, newer views that have not yet made their ways into the decision curricula. Therefore the authors argue that in the Global Village the decision taker's role is wearing off while the decision maker's role is changing. Now, that a great deal of knowledge is available freely and free of charge, a new possibility is opening up for a new type of thinking together. In this Chapter the authors take a clo...

Idea championing : the role of people who make it happen

People who have the ideas, the so called idea practitioners, do not talk to corporate governance.... more People who have the ideas, the so called idea practitioners, do not talk to corporate governance. And they should not. They don’t speak the same language, they are not interested in the same issues and therefore in they are not interested in the same aspects of creativity. The smart strategies from the top can only result in reforms. However, the change, which is the essence of rejuvenation, can only be achieved by revolutions that usually start from the bottom. Every revolution has a germ from which it starts, a prophet, who leads the revolution and sufficient number of followers. In this paper we are interested in the germ, i.e. the creative idea, and the prophet, i.e. the idea champion. We do not know much about the process of creativity in which the idea is born. What we have seen is the creative person and the outcome of creativity. The crucial question for the corporate governance is which idea to finance. We are tackling a more fundamental question here concerning how it is decided which creative idea is taken forward? More profoundly: has the time come for the corporate governance to decide the fate of creative ideas through negotiating with the idea champions instead of made-up feasibility studies?

Új narratívák születése

Hogyan tudhatjuk meg, hogy mit tud a tanuló, ha nem csupán a tananyag visszamondását várjuk el, h... more Hogyan tudhatjuk meg, hogy mit tud a tanuló, ha nem csupán a tananyag visszamondását várjuk el, hanem arra is kíváncsiak vagyunk, miként alakították át fogalmi keretét az új fogalmak? Ebben az esetben a tanulókban felmerülő kérdések, elképzelések és interakciók nagyobb teret kaphatnak. Az új fogalmi keret alakulása meglévő kognitív sémáinktól függ, melyek gazdagabbá, árnyaltabbá válnak a tanulási folyamat során. A z Óbudai Egyetem Kárpát-medencei Online Oktatási Centrum (K-MOOC) támogatásával fejlesztettem a " Vállalkozásinnováció " című online kurzust, amely 2016 őszén indult először. Ezen a kurzuson négy nézőponton keresztül szemléltük a glokális vállalkozói értékrend alakulását. A hallgatók a kurzus kevert tartalmában szabadon bóklászhattak, mint a szavannában, mondhatnám úgyis, informálisan tanultak. A tanulási folyamat eredményeként született narratívák azt illusztrálják, hogy miként sikerült az új fogalmakat a hallgatóknak a saját kontextusukba helyezni. Kulcsszavak: innováció, informális tanulás, konstruktivista tanulás 1

Új narratívák születése

Absztrakt: Hogyan tudhatjuk meg, hogy mit tud a tanuló, ha nem csupán a tananyag visszamondását v... more Absztrakt: Hogyan tudhatjuk meg, hogy mit tud a tanuló, ha nem csupán a tananyag visszamondását várjuk el, hanem arra is kíváncsiak vagyunk, miként alakították át fogalmi keretét az új fogalmak? Ebben az esetben a tanulókban felmerülő kérdések, elképzelések és interakciók nagyobb teret kaphatnak. Az új fogalmi keret alakulása meglévő kognitív sémáinktól függ, melyek gazdagabbá, árnyaltabbá válnak a tanulási folyamat során. A z Óbudai Egyetem Kárpát-medencei Online Oktatási Centrum (K-MOOC) támogatásával fejlesztettem a " Vállalkozásinnováció " című online kurzust, amely 2016 őszén indult először. Ezen a kurzuson négy nézőponton keresztül szemléltük a glokális vállalkozói értékrend alakulását. A hallgatók a kurzus kevert tartalmában szabadon bóklászhattak, mint a szavannában, mondhatnám úgyis, informálisan tanultak. A tanulási folyamat eredményeként született narratívák azt illusztrálják, hogy miként sikerült az új fogalmakat a hallgatóknak a saját kontextusukba helyezni. Kulcsszavak: innováció, informális tanulás, konstruktivista tanulás 1 Miről volt szó? A szenvedélyes innovátorok miliőjének rendje csak egy más miliő szemüvegén keresztül tűnik rendetlenségnek. A megértéshez Nassim Nicholas Taleb (2012) nyomán az extremisztán és mediokrisztán fogalmakat használtuk. A nóvumot az extremisztánban gondolkodó fenegyerekek alkothatják meg. Extremisztán szo-katlan " másságát " az emberek hajlamosak rendetlenségnek tekinteni, holott az csak egy másmilyen rend. A lokális tradícióra építve és a globális világ figyelése által kialakulóban van egy glokális vállalkozói értékrend. A vállalkozás – talán megengedhetetlenül leegyszerűsített – definíciója: a lóversenyen tenni a sánta lóra, amikor mindenki a favoritra teszi a pénzét. Ez azt jelenti, hogy a vállalkozó bevállalja, hogy esetleg el is bukhatja a pénzét. Nincs olyan verseny, az üzletelésben sem, ahol mindenki nyer. Ha létezne egy ilyen szelete a világnak, akkor nem lenne mit bevállalni. Minden oktatási intézmény számára óriási kihívás, hogy miként vértezze fel hallgatóit arra, hogy képesek legyenek alkalmazkodni a folyamatosan változó világhoz, és abban megtalálják a helyüket (Kádár, Reicher, 2016).

Decision Maker in the Global Village: Thinking Together.

by Jolan Velencei and Zoltán Baracskai

The Nobel Memorial Prize in Economics has been awarded twice so far to researchers in the area of... more The Nobel Memorial Prize in Economics has been awarded twice so far to researchers in the area of decision making. In 1978 to Herbert Simon “for his pioneering research into the decision-making process within economic organizations” and in 2002 to Daniel Kahneman “for having integrated insights from psychological research into economic science, especially concerning human judgment and decision-making under uncertainty”. In spite of this, in business schools and schools of economics courses in decision making focus on decision tools of applied operations research. There are, however, newer views that have not yet made their ways into the decision curricula. Therefore the authors argue that in the Global Village the decision taker’s role is wearing off while the decision maker’s role is changing. Now, that a great deal of knowledge is available freely and free of charge, a new possibility is opening up for a new type of thinking together. In this Chapter the authors take a closer look at this thinking together.

Kisvállalati döntések támogatása a DoctuS tudásbázisú rendszerrel

Absztrakt: Gyakorolni csak a valóságban lehet. A Vállalkozásfejlesztés Mesterszakon a hallgatók o... more Absztrakt: Gyakorolni csak a valóságban lehet. A Vállalkozásfejlesztés Mesterszakon a hallgatók olyan üzletei helyzeteken gyakorolhatják a döntések előkészítését, amelyek a valóságban megtörténnek. Nem a GE, NOKIA, Coca Cola és a hasonló óriások vezetőinek döntéseit vizsgálják, hanem olyan praxist, amelyhez hasonlóba nemsokára belecsöppennek. Itt és most két kisvállalati döntés előkészítéséről készült esettanulmány kerül bemutatásra, melyek illusztrálják a döntési helyzetek modellezhetőségét, az eszköz használatát és az eredmény megértését.

Decision Maker in the Global Village: Thinking Together

by Jolan Velencei and Zoltán Baracskai

Mashup Content for Passionate Learners: Bridge between Formal and Informal Learning

by Zoltán Baracskai, Viktor Dörfler, and Jolan Velencei

Michael Herzog (editor) Economics of Communication: ICT Driven Fairness and Sustainability for Local and Global Marketplaces, 105-129, 2015

We have recently visited the World’s largest building, the Boing manufacturing plant, and have se... more We have recently visited the World’s largest building, the Boing manufacturing plant, and have seen the 787 ‘Dreamliner’. It is a beautiful aircraft. The engineers who designed it, just like those who designed the enormous building in which it is assembled, are clearly competent practitioners. How they achieved this high level of competence? They started with formal multidisciplinary education in their primary and perhaps secondary schools. They learned to sing, to read, to calculate. Later on they went through formal education dominated by their respective engineering disciplines during their university years. The outcome of the university is a cultivated mind – however, this cultivated mind is formal and not ready to produce incredible things, such as the Dreamliner or the building in which it is assembled. When the cultivated mind meets passion, Passionate Lifelong Learners continue learning in the context of their praxis through informal modes of learning. Thus competence emerges through the dynamic relationship of knowledge, the knower and the context. In this chapter we examine the road to becoming competent, particularly focusing on informal learning, for which the teacher is almost superfluous. But only almost…

Knowledge Sharing in Knowledge Restaurants

by Jolan Velencei, Zoltán Baracskai, and Viktor Dörfler

Erzsébet Noszkay (editor) The Capital of Intelligence – the Intelligence of Capital: 203-221 ISBN: 978 963 87788 2 6, 2009

In the present paper we examine the different ways of knowledge sharing in the contemporary busin... more In the present paper we examine the different ways of knowledge sharing in the contemporary business environment. In order to do this, we need to divorce R from D in R&D. For the purpose of this paper we distinguish four types of knowledge and correspondingly we introduce four metaphors of knowledge sharing: the four knowledge restaurants. In buffets ready-made knowledge is offered for self-service; there are restaurants in which the knowledge broker fulfils the role of the waiter offering a la cart menus; in some very expensive restaurants we can try what is recommended by the chef; finally, we sometimes make our own coffee in the coffee room and, obviously, have a chat along.

Szenvedélyes innovátorok miliője

A lokális tradícióra építve és a globális világ figyelése által kialakulóban van egy glokális vál... more A lokális tradícióra építve és a globális világ figyelése által kialakulóban van egy glokális vállalkozói értékrend. Ebben a könyvben négy nézőponton keresztül kerül bemutatásra ennek a glokális vállalkozói értékrendnek az alakulása.
I. innovátorok identitása
II. elvárások alakulása
III. kiútkeresés
IV. innovatív tér

Puhatolódzó megoldások nyomában

Profi stratéga

by Zoltán Baracskai and Jolan Velencei

...i u e-doba odlučuje čovjek

by Zoltán Baracskai and Jolan Velencei

Követő nélkül nincs vezető

by Zoltán Baracskai and Jolan Velencei

VALIDATING A COURSE DESCRIPTION: UNKNOWN CUSTOMER EXPECTATIONS

Is it possible to have experience-free expectations? Everywhere we hear that innovations have to ... more Is it possible to have experience-free expectations? Everywhere we hear that innovations have to satisfy consumers' expectations. Will the customers also be the consumers? If we think of the gadgets of the digital age, no one can seriously say that they were created to satisfy consumers' expectations. Early-bird buyers purchase them, and the consumers of these gadgets will be those who are hooked on them; their expectations will be shaped during their use. If we think of business applications, then the customer is also vague. The developers of a new application will negotiate with the Chief Investment Officer or Chief Information Officer of the buyer, because they may have a reason to or benefit from the purchase of a new business application. The consumers, whether they like it or not, will get what the CIO or CITO bargained for, based on their own experience. During my twenty years of experience teaching in higher education and in knowledge engineering, I have often tried to rejuvenate the course descriptions of Decision Making and Decision Support Systems by teaching some business applications. I tried to introduce Knowledge Based Systems and discuss case studies in different ways. In this paper, I will show that the then-and-there expectations of Knowledge Based Systems consumers are not visible in the here-and-now. The result is that only competent lecturers can validate a course description, as one cannot expect twenty-something year old students here-and-now to have expectations that will be the same 5-10 years in the future, when they become the consumers of a business application then-and-there.

ECE2017_Brno_Jolan_Velencei.pdf

Today we still grapple with the classification of reality, for we can only think about what we ha... more Today we still grapple with the classification of reality, for we can only think about what we have a concept of. All observers are the slaves of their disciplines, which force them to see through the lens of their concepts and methods. The big question is, whether it is necessary
for us to stay within the cage of our existing disciplines. Transdisciplinarity examines territories beyond different disciplines. In this study, decisions and their ontology have been observed through the lens of transdisciplinarity. Depending on this approach, a Knowledge-based System, namely the Doctus KBS can be seen as a Decision Support System tool and as Knowledge Representation. During the development of Doctus KBS, used a symbolic logic to visualize knowledge, the process of thinking together was examined
to define ontology of the concepts. This study examines how ontology can be applied to inter-agent (human or machine) communication and the reusing of concepts. The goal of this study is the presentation of a different approach.

ICONS AND ICONS: DECISION SUPPORT USING COACHING AND EXPERT SYSTEMS

by Jolan Velencei, Zoltán Baracskai, and Viktor Dörfler

In this paper we reflect on our consultancy and research experience involving decision takers in ... more In this paper we reflect on our consultancy and research experience involving decision takers in order to conceptualize a distinction between two types of decisions with regards to the way of supporting them. Therefore, purpose of the study could be described as an attempt of a minimalist decision typology (involving only two types) where the two decision types are achieved by their characteristics and then we argue that two different approaches to decision support can be useful for the two types of decisions.

DEVELOPING A MASSIVE OPEN ONLINE COURSE BY CMAP-TOOL

— This study explores how Concept Mapping helped to develop the content of a Massive Open Online ... more — This study explores how Concept Mapping helped to develop the content of a Massive Open Online Course. This course namely Decision Making is offered by Obuda University. The main objective of this course was to define the key concepts of decision making and helping contextualization of these concepts. A crucial aspect of developing this course was supporting the learning process by different types of materials, for example video lectures, texts and comic strips. Firstly some decision dilemmas were defined and an initial Cmap was created. Secondly some dramas was chosen to understand decision makers' catharsis and the initial Cmap was reconstructed. Thirdly some scenarios were prepared to comic strips. In every steps the reconstruction of Cmap helped to find the connections between the key concepts of decision making.

Prelude for Experience Mining (Re-) Using Relevant Experience for Smart Decision Support

by Jolan Velencei, Viktor Dörfler, Zoltán Baracskai, and Jaszmina Szendrey

3rd International OFEL Conference on Governance, Management and Entrepreneurship

After 10 years in teaching a variety of topics in decision making one of the authors decided to d... more After 10 years in teaching a variety of topics in decision making one of the authors decided to develop a tool that can help decision makers to consolidate their knowledge around a particular decision problem. The three remaining authors have joined the R&D team over the next two decades; the work resulted in the Doctus knowledge-based system which is currently 25 years in development. In the most recent incarnation of Doctus we are able to identify relevant patterns from previous decisions by other decision makers, learning from which can be helpful to the
decision makers with the decision situation at hand.
In this paper we introduce the latest incarnation of our Doctus KBS, featuring three distinct ways of reasoning; the newest ‘third way of reasoning’ supports reusing previous decision experience. As far as we know, Doctus is currently the only decision support tool capable of identifying relevant experience as well as learning from it. In this paper we provide a prelude for how the new solution should work in real-life decision support.

DEVELOPING A MASSIVE OPEN ONLINE COURSE BY CMAP-TOOL

This study explores how Concept Mapping helped to develop the content of a Massive Open Online Co... more This study explores how Concept Mapping helped to develop the content of a Massive Open Online Course. This course namely Decision Making is offered by Obuda University. The main objective of this course was to define the key concepts of decision making and helping contextualization of these concepts. A crucial aspect of developing this course was supporting the learning process by different types of materials, for example video lectures, texts and comic strips. Firstly some decision dilemmas were defined and an initial Cmap was created. Secondly some dramas was chosen to understand decision makers' catharsis and the initial Cmap was reconstructed. Thirdly some scenarios were prepared to comic strips. In every steps the reconstruction of Cmap helped to find the connections between the key concepts of decision making.

Smart knowledge management tool: Representation of knowledge workers’ cognitive patterns

Knowledge Management (KM) is an action-oriented domain built on collaboration, trust, and multidi... more Knowledge Management (KM) is an action-oriented domain built on collaboration, trust, and multidisciplinary teams. Successful KM implementations support leadership efforts to create, transfer, exchange, share and so much more. Through these actions, many organizations have successfully moved toward the near utopian knowledge environment. So if action is so important, why are so many KM workshops, lectures, and sharing sessions just another passive sage on the stage event? This workshop will focus on how to engage people to achieve organizational objectives. In collaborative environment, we will explore a number of actionoriented activities that support learning, knowledge sharing and team development. Join John for this interactive session and learn how to put the action back in KM.

Concept Mapping and Expert Systems: Exploring Synergies

by Jolan Velencei, Viktor Dörfler, and Zoltán Baracskai

Concept maps and expert systems are both in the soft toolbar of knowledge modelling. We have spen... more Concept maps and expert systems are both in the soft toolbar of knowledge modelling. We have spent nearly two decades developing our expert system shell "Doctus". Several years ago we have seen the first concept mapping solutions and started using them very soon. Frequently we have found ourselves using both tools in a particular research or consultancy project and started to wander how the two could be combined to achieve synergies. We came up with several ideas, typically when we have faced a situation which called for one of the potential synergies. In this paper we present the first of these ideas in elaborated form of a conceptual model and we also mention few additional ideas as our plans for future research. In this first idea we combine different kinds of concept maps and our expert system in order to map organisational knowledge. The expert system here is used in machine learning mode, i.e. the resulting concept map will be capable of learning -this is our intelligent concept map.

From hard data to soft decision

by Zoltán Baracskai, Viktor Dörfler, and Jolan Velencei

29th International …, Jan 1, 2001

It is impossible to create model of decision process, as we know nothing about the original decis... more

The ES could probably know more: but man would not make better business decisions

by Viktor Dörfler, Jolan Velencei, and Zoltán Baracskai

We know for a long time that expert system (ES) must not know in a different way than how man kno... more We know for a long time that expert system (ES) must not know in a different way than how man knows. We would not expect men to adapt their thinking processes to the machine, would we? Evolution would not let peoples' minds adopt criteria weighting or fuzzy logic. This is why we developed our Doctus 1 knowledge-based expert system based on symbolic logicthat is the easiest to understand artificial knowledge representation to the decision taker. However, this is all history now... Now we perhaps understand decision takers bettermaybe it was worth observing them for nearly two decades. Decision takers, and we mean only the most experienced ones, want to be able to play around a bit with a particular decision and, eventually, they want some help in delegating the decisions they are bored with.

MABE methodological framework

by Viktor Dörfler, Jolan Velencei, and Zoltán Baracskai

Proceedings of the 4th …, Jan 1, 2005

Our solution -MABE Methodological Frameworkaims to understand Value-Based Learning Organizations.... more Our solution -MABE Methodological Frameworkaims to understand Value-Based Learning Organizations. The e-leaders (decision takers of these organizations) can only communicate using a hazy hierarchy of metaphors as the new ideas cannot be expressed using the old terminology. They and their organizations exist in a business world, in which the functioning is dominated by software; the employees are expected to be skilled searchers. We assume that the decision takers can change their attitude towards the set of expectations and their relations when facing a new solution; thus, they can achieve to get an objectionless solution. This requires a new mode of cognition, which we call the opportunistic browsing. Furthermore, they have to ensure that the decision they have taken is ethically correct, and as there is no single truth they need to adopt pluralistic ethics. The established framework is used to analyze the decisions of the e-leader, who keeps the original decisions to herself/himself and delegates the routine ones, thus achieving increased efficiency and effectiveness resulting in cost reduction and time savings.

Knowledge Restaurants at the End of the Paradigm

by Viktor Dörfler, Jolan Velencei, and Zoltán Baracskai

VIPSI 2007 Tokyo, Jan 1, 2007

The e-era is obsolete. It is time for a step forward, to the f-era. In this new era the Kuhnian c... more The e-era is obsolete. It is time for a step forward, to the f-era. In this new era the Kuhnian conception of paradigm should be replaced by the new f-paradigm; the e-knowledge-sharing should be replaced by f-knowledge-sharing . In all these «f» stands for «free». In many languages the need for knowledge is expressed by the words of thirst or hunger. This gave us the idea to use metaphors of restaurants to the different types of f-knowledge-sharing; we distinguish four types: the ‘buffet’-type, the ‘à la carte’-type, the ‘recommended by the chef’-type, and the ‘coffee-room’-type knowledge sharing.

Architecture of three-dimensional knowledges in the discipline of leadership

by Viktor Dörfler, Jolan Velencei, and Zoltán Baracskai

… on Applied Business …, Jan 1, 2005

In this paper we present two related results. The first is a model of personal knowledge which is... more In this paper we present two related results. The first is a model of personal knowledge which is based on the number of dots the person can see, and thus the dimensions of knowledge. E.g. one dot indicates dimensionless knowledge, two dots indicate one-dimensional knowledge, then the three dots for two-dimensional knowledge, and the highest knowledge level is the three-dimensional knowledge indicated by four dots. Based on qualitative examination of this model we determine which part of deliverable knowledge is appropriate for e-learning at the different knowledge levels of the teacher. The second result builds on this one; it is architecture of three dimensional knowledges in the discipline of leadership, particularly it covers the part appropriate for e-learning. To present this second result we use our next generation knowledge visualization tool, Knowledge Galaxy 1 .

Knowledge Visualization by Doctus Knowledge Galaxy

by Viktor Dörfler, Zoltán Baracskai, and Jolan Velencei

Making an attempt to develop a curriculum for web-based learning, we have realized that the exist... more Making an attempt to develop a curriculum for web-based learning, we have realized that the existing solutions have adopted the traditional content management principles of printed books. By doing so, these solutions do not make use of benefits of a web-based system, namely the multimedia and the interactivity. Our new solution puts these benefits into the focus. Combining the features of semantic networks, cognitive maps and machine learning, we have developed a new generation knowledge visualization tool called Doctus Knowledge Galaxy shell. In our solution the topics and keywords are not in a sequential order, thus enabling the e-learner to choose her/his own learning route. The monitoring system of Doctus Knowledge Galaxy also allow us to observe how much time the learner spends on particular keywords and which next keyword she/he chooses after concluding a previous one by passing the test. The most important achievement of Doctus Knowledge Galaxy is its clear and transparent structure, which enables the learners into fast navigation and provides the developers with useful information about the learning routes and performance of the learner.

Knowledge Levels: 3-D Model of the Levels of Expertise

by Viktor Dörfler, Zoltán Baracskai, and Jolan Velencei

AoM 2009, Jan 1, 2009

Abstract In this paper we present a conceptual model of knowledge levels. There are so far two su... more

Scenarios for F-learning

by Viktor Dörfler, Zoltán Baracskai, and Jolan Velencei

learning, Jan 1, 2006

In this paper we take the idea of e-learning a step further, from "e" to "f", in d icatin g th at... more In this paper we take the idea of e-learning a step further, from "e" to "f", in d icatin g th at th e p o st-e-learning is on the doorstep. T h e "f" stan d s fo r freed o m fo cu sin g on th e freed o m o f th e f-learner. As we will show, the demand for the freedom of the f-learner imposes certain boundaries to the freedom of the f-teacherthis is what we propose to handle by adopting the f-learning scenarios. For this quest we have developed a systems-description of the increase of personal knowledge, we analyze the interaction of the individual and organizational value systems, and we examine the possibilities of standardization of the user interfaces to finally be able to offer scenarios for f -learning. More precisely, we do not offer instant scenarios applicable in any situation but a conception of how scenarios can be developed, what they should contain and what should be taken into consideration during the development. The outcome of this research also indicates some new problems regarding the roles identified in f-learning.

Knowledge Sharing by Knowledge Factory

by Viktor Dörfler, Zoltán Baracskai, and Jolan Velencei

viktordorfler.com

The members of e-community are qualified on the partner basis (from whom he/she knows and where h... more The members of e-community are qualified on the partner basis (from whom he/she knows and where he/she passes the found knowledge). The knowledge is divided, not on the basis of organizational forms and standards. The organizational knowledge maps are mostly false inventories, as the stock -taking is possible only within the frameworks of other culture reliance. The Intelligent Portal contains artificial intelligence. First we use Doctus KBS shell to create knowledge-bases for particular decisions. Hard data are retrieved from databases and soft information from knowledge-bases. If we understand the matter of the web then we can use the interactivity to comprehend the new knowledge on the basis of Linux (free software) development conception. The easiest way to understand is to distinguish free pub-talk from free beer. Corporate University does not give away knowledge free, but we can freely talk about it or even modify it. This idea is based on following: everybody is free to access the knowledge shaped on the desk, to customize it, to spread either the customized or the desk-shaped knowledge. In the knowledge factory we realize the cooperation among experts on internet. Knowledge factory is more than a useful blend of newsgroup and forum.

One Step Further: From e-Knowledge-Sharing to f-Knowledge-Sharing

by Viktor Dörfler, Zoltán Baracskai, and Jolan Velencei

viktordorfler.com

In many languages the need for knowledge is expressed using the words for thirst or hunger. This ... more In many languages the need for knowledge is expressed using the words for thirst or hunger. This gave us the idea to use metaphors of restaurants to describe the different ways of knowledge sharing; we distinguish four types: the 'buffet'-type, the 'à la carte'-type, the 'recommended by the chef'-type, and the 'coffee-room'-type knowledge sharing. To introduce the for restaurants we draw on some knowledge typologies from the literature and we added some new types as well. This paper focuses on the "à-la-carte-knowledge-sharing", where the waiter is the knowledge broker. The environment of the four restaurants for knowledge sharing is the business environment today; here we suggest to take a step further to the next letter after «e» and to start to speak of f-knowledge-sharing ; where the «f» stands for «free».

Business creativity: an evolutionary approach

by Viktor Dörfler, Zoltán Baracskai, and Jolan Velencei

66th Annual Meeting of …, Jan 1, 2007

Skype innovated the communication and was acquired by eBay for nearly $4 billion altogether. They... more Skype innovated the communication and was acquired by eBay for nearly $4 billion altogether. They did something good and now they also do well. There are companies which reject any kinds of change but also seem to be doing well. How are both possible? In this paper we attempt to answer this question by establishing an evolutionary framework to examine organizations and particularly their approach to creativity and innovation. We re-examine the Neo-Darwinian school of evolution and formulate some objections while accepting some ideas, mostly from the Neo rather than from the Darwinian part; thus establishing our own evolutionary framework. Within this framework we discuss the evolution of ideas and the knowledge increase to understand the educational background of new generation decision takers. We also review the changes of the organizational strategy in the e-age; to get a picture of the organizational context of creativity and innovation we discuss the role of the dynamic and static quality in e-age organizations. Pulling all these together we describe four fitness categories of innovation; we use animal names as metaphors of the categories: the first swallows, the parrots that repeat, the bear awaking form the winter-long hibernation, and the frog that enjoys itself in the changeless swamp. One fitness is not better than another, only your fitness and your habitat (fitness landscape) must be in harmony. That we need for survival.

Designing a 'Strategic Partner' School

by Jaszmina Szendrey, Viktor Dörfler, and Jolan Velencei

IABE: Annual Conference of the International Academy of Business and Economics, 2011

It is the fourth time that we create a new management school. Every time it was different and eve... more It is the fourth time that we create a new management school. Every time it was different and every time we have learned a lot from the process of curriculum design in harmony with the voice of the times. In this paper we outline the process of curriculum design through our latest experience in creating the Strategic Partner School in Hungary. Although there are important characteristics of the Middle-East European market for post-experiential business education taken into consideration, the meta-level of the process, i.e. how to identify the relevant characteristics, can be applicable well beyond the area in which this study originated. Naturally, our way is not the only right way of curriculum design but our aim with this study is to stimulate thinking and discussion rather than selling a recipe.

Smart Decisions: DoctuS chooses a CLO

by Jolan Velencei and Zoltán Baracskai

Dramatic Dilemmas: Drama-based Decision Support (Professional Developmental Workshops)

by Jaszmina Szendrey, Viktor Dörfler, and Jolan Velencei

72nd Annual Meeting of the Academy of Management

For nearly two decades we have been trying to find appropriate ways to support executive decision... more For nearly two decades we have been trying to find appropriate ways to support executive decision takers and dedicated most of both our academic research and our consultancy to this issue. We developed a conceptual framework and some practices for coaching, a software tool for knowledge engineering, and three post-experiential, post-MBA courses for manage-ment education. Building on this prior experience, we have been focusing recently on devel-opment of executives in their organizational context – we offer this contextualized develop-ment as a next-generation decision support.

The scene of our workshop is the chaotic-turbulent world of organizations and our executive is a drama hero (as opposed to the action hero) in constant doubt about right and wrong. We started using dramas several years ago to depict decision situations as they over-emphasize the characters, making the conflict more obvious. In the catharsis the executives realized: “this happened to me” or “this could have happened to me” or “this can happen to me tomorrow”. We have found this approach to education of executives and executive coaches fruitful, and now we are taking the ‘dramatic dilemmas’ from the classroom into the organizational context of decision takers. The main problem that we are trying to address is changing how the executive views a particular situation. To achieve this, the executive has to change the conceptual framework and we have found that switching from the old concepts to the new ones requires a ‘trigger concept’. In this PDW we offer the participants a hands-on experience of this process.

Designing a 'Strategic Partner' School

by Zoltán Baracskai, Jolan Velencei, and Viktor Dörfler

It is the fourth time that we create a new management school. Every time it was different and eve... more It is the fourth time that we create a new management school. Every time it was different and every time we have learned a lot from the process of curriculum design in harmony with the voice of the times. In this paper we outline the process of curriculum design through our latest experience in creating the Strategic Partner School in Hungary. Although there are important characteristics of the Middle-East European market for post-experiential business education taken into consideration, the meta-level of the process, i.e. how to identify the relevant characteristics, can be applicable well beyond the area in which this study originated. Naturally, our way is not the only right way of curriculum design but our aim with this study is to stimulate thinking and discussion rather than selling a recipe.

Supporting the Competent Practitioner: Trans-disciplinary Coaching with a Knowledge-Based Expert System

by Jolan Velencei, Zoltán Baracskai, and Viktor Dörfler

International Journal of Management Science and Business Administration, Nov 30, 2016

The purpose of this paper is to describe the roles of the coach and the coachee from the perspect... more The purpose of this paper is to describe the roles of the coach and the coachee from the perspective of their respective competences and a particular type of the coaching process that we call 'competent coaching'. We also show how this process can be supported with a knowledge-based expert system (KBS); to illustrate this, we introduce a particular knowledge-based expert system shell, Doctus, that can assist the coaching process. We also offer a set of concepts, organised into a conceptual framework, in order to help both coach and coachee to (reshape e the coaching process and thus achieve greater contextual sensitivity. Our contribution is a multi-personal account, rooted in some 100 years of combined coaching experience and around four decades of researching and teaching coaching to business school students at the undergraduate, MBA and doctoral level, including executive education.