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Special Sessions

Special sessions are very small and specialized events to be held during the conference as a set of oral and poster presentations that are highly specialized in some particular theme or consisting of the works of some particular international project. The goal of special sessions (minimum 4 papers; maximum 9) is to provide a focused discussion on innovative topics. All accepted papers will be published in a special section of the conference proceedings book, under an ISBN reference, and on digital support. All papers presented at the conference venue will be available at the SCITEPRESS Digital Library. SCITEPRESS is a member of CrossRef and every paper is given a DOI (Digital Object Identifier). The proceedings are submitted for indexation by SCOPUS, Google Scholar, The DBLP Computer Science Bibliography, Semantic Scholar, Microsoft Academic, Engineering Index (EI) and Web of Science / Conference Proceedings Citation Index.


SPECIAL SESSIONS LIST

CM4DT 2021Special Session on Conceptual Modeling for Digital Transformation
Chair(s): Thorsten Haendler and Josef Frysak

OU4 2021Special Session on Organizational Learning in the Public Sector
Chair(s): Regina Lenart-Gansiniec

Special Session on Conceptual Modeling for Digital Transformation - CM4DT 2021

Paper Submission: July 30, 2021
Authors Notification: September 8, 2021
Camera Ready and Registration: September 17, 2021


Co-chairs

Thorsten Haendler
University of Applied Sciences BFI Vienna
Austria
e-mail
 
Josef Frysak
University of Applied Sciences for Management & Communications in Vienna (FH-Wien of WKW)
Austria
e-mail
 
Scope

Digital Transformation provides multiple opportunities and challenges by embracing and relying on promising but often unfamiliar digital technologies to redesign and optimize organizational structures and processes. Conceptual Models aim to enhance the understanding and communication of structural and dynamic aspects, especially in relation to information systems. In particular, activities such as the analysis or design of business processes, problem domains or system architectures, but also simulation or strategic planning can be facilitated by applying and/or combining different types of conceptual models (e.g. UML, BPMN). In this special session, we focus on the potential of conceptual models to analyze and design the intersections and interplay between knowledge, structures and processes as well as technologies in order to address opportunities and challenges of digital transformation on operational as well as strategic levels.



Special Session on Organizational Learning in the Public Sector - OU4 2021

Paper Submission: July 30, 2021
Authors Notification: September 8, 2021
Camera Ready and Registration: September 17, 2021


Chair

Regina Lenart-Gansiniec
Jagiellonian University
Poland
e-mail
 
Scope

Contemporary public organizations are expected to react quickly to changes occurring in their dynamic and uncertain environment and to demonstrate openness, transparency and accountability to their clients, as well as to provide them with effective and high-quality services. The possibilities of meeting these expectations and challenges may be seen in knowledge, its configuration, organizational learning (Rashman et al., 2009) and its application in value creation (Pang et al., 2014). Research on organizational learning in public organizations has been conducted intensively for over 15 years, and the number of publications devoted to this problem has been constantly growing. It is argued that organizational learning is a requirement for public sector organizations (Greiling and Halachmi, 2013), a paradigm and sine qua non condition of effective management (Rashman et al., 2009). Organizational learning allows public organizations to cope with challenges of modern times, in particular in the case of local self-governments (Olejarski et al., 2018). Despite the notably increased body of research on organisational learning in public organizations, it is interesting to note that the research results are still ambiguous and fragmented (Rashman et al., 2009), and many questions remain open. We welcome conceptual and empirical studies that promote an understanding of organizational learning in public sector. 


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