1 Berlin School of Economics and Law (GERMANY)
2 University of Liechtenstein (LIECHTENSTEIN)
About this paper:
Appears in: INTED2019 Proceedings
Publication year: 2019
Pages: 6611-6619
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.1609
Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain
The field of transformative technologies which are cross-sectoral and are used across different industries is growing rapidly and drives how we work collaboratively. Instead of ad space and user count, transformative technologies are increasingly focusing on improving human well-being and can produce reliable and positive changes in the economics [1]. Such perspectives polarize the neo-classical theory on innovation whereby masculine entrepreneurs are regarded as "caring-only-if-it-leads-to-profit" [2, p.671]. In case of participative software engineering and accordingly participative information and communication technology (ICT) development individuals or groups are actively involved. Through the iterative design the outcome will be non-biased incorporating diverse user needs. This user-centric perspective improves the innovative product or service. Hence, these concepts have been attractive in the field of higher education with respect to entrepreneurship and ICT development for adaption reasons.

The Erasmus+ funded project "EqualDigiTalent" works on defining the Master programme "Gender Equality in Digital Entrepreneurship" with different partner institutions in Liechtenstein, Austria, and Germany. Transformative technology and digitalization call for new learning formats. Our paper shows how two learning courses, "Course 1: Blended Corporate Information Systems" and "Course 2: Digital Transformative Technology - Robotic in Action", have been developed, tested, and evaluated between April and July 2018 at the Berlin School of Economics and Law. The two courses both incorporate co-creation and participative involvement as well as real-life scenarios and a transparent feedback and documentation environment (Wiki). Gender and diversity participation were supported through practical team experience, reflection loops on gender and unconscious biases as well as gendered teaching material and both female and male role models.

Both courses will be contrasted with each other regarding technology, content, process, and learning impact. The positive feedback from students proves the importance of such multi-method teaching approaches to foster transformative technology and participation for the digital transformation. In addition, our paper derives improvement opportunities and learnings.

Our paper will be of specific use to academic teachers that are looking for new impulses and evidence for the development of new modules within the field of computer supported collaborative work and transformative technologies as well as to practitioners working in the ICT industry.

[1] T. Klauß, A. Mierke, "Szenarien einer digitalen Welt - heute und morgen. Wie die digitale Transformation unser Leben verändert" (in German), Munich: Hanser Verlag, 2017.
[2] S. Machold, P. K. Ahmed, S. S. Farquhar, "Corporate Governance and Ethics: A Feminist Perspective", Journal of Business Ethics, vol. 81, no. 3, 665-678, 2008.
Computer Supported Collaborative Work, Technology Enhanced Learning, Diversity, Transformative Technologies.