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Ronald Maier

Ronald Maier
Organization: University of Innsbruck
User Profile Ronald Maier
Phone+43 (0)512 507-7664
Homepage: http://www.uibk.ac.at/iwi/ronaldmaier.html

Since 2007 University Professor for Information Systems, University of Innsbruck, Austria

2002-2007 University Professor for MIS University of Halle-Wittenberg, Germany

1998-1999 Visiting Assistant Professor at the Terry College of Business, University of Georgia in Athens, GA, USA

2001 Habilitation degree, University of Regensburg, Germany

1996 Ph.D. in Management Information Systems, The Koblenz School of Corporate Management, Koblenz, Germany

1992 Diploma in Management Information Systems, University of Linz, Austria

1988-1992 Part-time software engineer and project manager for Siemens-Nixdorf and BOP Aigner, Linz, Austria

Activities

Publications

2013

Kaschig, Andreas, Maier, Ronald, Sandow, Alexander, Lazoi, Mariangela, Schmidt, Andreas, Barnes, Sally-Anne, Bimrose, Jenny, Brown, Alan, Bradley, Claire, Kunzmann, Christine, Mazarakis, Athanasios
Organisational Learning from the Perspective of Knowledge Maturing Activities
IEEE Transactions on Learning Technologies, vol. , no. 3, 2013, pp.

Abstract The level of similarity of knowledge work across occupations and industries allows for the design of supportive information and communication technology (ICT) that can be widely used. In a previous ethnographically-informed study, we identified activities that can be supported to increase knowledge maturing, conceptualized as goal-oriented learning on a collective level. The aim of this paper is to investigate the current state of support and success of these knowledge maturing activities and to contrast them with their perceived importance, in order to identify those which have the highest potential for being supported by ICT. Quantitative and qualitative data were collected through telephone interviews with representatives from 126 organizations throughout Europe in a sample stratified according to size, sector and knowledge-intensity. The activities that appear to be most promising are ‘reflecting on and refining work practices and processes’, ‘finding people with particular knowledge or expertise’, as well as ‘assessing, verifying and rating information’. Rich empirical material about how these activities are performed and also the issues that emerged and need to be managed were collected. Three clusters of organizations were identified: best performing organizations, people- and awareness-oriented organizations and hesitant formalists. It was found that a balanced knowledge strategy that leaned towards personalization outperformed a codification strategy.

2012

Maier, Ronald
Workplace Learning and Development and Knowledge Maturity in Organisations
Global Focus. The EFMD Business Magazine, vol. 6, no. 1, 2012, pp. 5-8

2011

Maier, Ronald
Re-focusing knowledge management: concepts of knowledge maturing.
Invited keynote, 12th European Conference on Knowledge Management (ECKM 2011), Passau

Maier, Ronald, Trögl, M.
Active Documents Supporting Knowledge Sharing in Knowledge-intensive Cooperation
In: 6th Conference on Professional Knowledge - From Knowledge to Action. 21. - 23. Februar 2011, Innsbruck, Austria, Lecture Notes in Informatics (LNI) vol. 182, Köllen, 2011, pp. 231–240

Kaschig, Andreas, Maier, Ronald, Sandow, Alexander
Effects of Interventions into Improving Knowledge Maturing
In: I-KNOW '11. Proceedings of the 11th International Conference on Knowledge Management and Knowledge Technologies, ACM Digital Library, 2011

Kump, Barbara, Knipfer, Kristin, Pammer, Viktoria, Schmidt, Andreas, Maier, Ronald, Kunzmann, Christine, Cress, Ulrike, Lindstaedt, Stefanie N.
The Role of Reflection in Maturing Organizational Know-how
In: 1st European Workshop on Awareness and Reflection in Learning Networks (ARNets11), in conjunction with EC-TEL 2011, Palermo (Italy), September 21, 2011, 2011

Abstract The Knowledge Maturing Phase Model has been presented as a model aligning knowledge management and organizational learning. The core argument underlying the present paper is that maturing organizational know-how requires individual and collaborative reflection at work. We present an explorative interview study that analyzes reflection at the workplace in four organizations in different European countries. Our qualitative findings suggest that reflection is not equally self-evident in different settings. A deeper analysis of the findings leads to the hypothesis that different levels of maturity of processes come along with different expectations towards the workers with regard to compliance and flexibility, and to different ways of how learning at work takes place. Furthermore, reflection in situations where the processes are in early maturing phases seems to lead to consolidation of best practice, while reflection in situations where processes are highly standardized may lead to a modification of these standard processes. Therefore, in order to support the maturing of organizational know-how by providing reflection support, one should take into account the degree of standardisation of the processes in the target group.

2010

Maier, Ronald
Knowledge Maturity in Organisations
Invited talk, Corporate Advisory Seminar: Engaging Managers in Employee Development in the Workplace der European Foundation for Management Development (EFMD), November 16, 2010, Brussels

Maier, Ronald, Thalmann, Stefan
Using Personas for Designing Knowledge and Learning Services - Results of an Ethnographically Informed Study
International Journal of Technology Enhanced Learning (IJTEL), vol. 2, no. 1/2, 2010, pp. 58-74

Maier, Ronald
Status Quo Wissensmanagement - was bisher geschah
8. Symposium des Arbeitskreises Wissensmanagement Karlsruhe, October, 14, 2010, Karlsruhe

Kaschig, Andreas, Maier, Ronald, Sandow, Alexander, Lazoi, Mariangela, Barnes, Sally-Anne, Bimrose, Jenny, Bradley, Claire, Brown, Alan, Kunzmann, Christine, Mazarakis, Athanasios, Schmidt, Andreas
Knowledge Maturing Activities and Practices Fostering Organisational Learning: Results of an Empirical Study
In: Sustaining TEL: From Innovation to Learning and Practice 5th European Conference on Technology Enhanced Learning, EC-TEL 2010, Barcelona, Spain, September 28 - October 1, 2010. Proceedings, Lecture Notes in Computer Science vol. 6383, Springer, 2010, pp. 151-166

Abstract Knowledge work is performed in all occupations and across all industries. The level of similarity of knowledge work allows for designing supporting tools that can be widely used. In this paper an activity-based perspective towards knowledge work is taken. Based on findings from a previous ethnographically-informed study, we identified valuable activities to be supported in order to increase knowledge maturing inside companies. The goal of this paper is to contribute to which knowledge maturing activities are deemed important, so that they can be supported by IT services. Quantitative and qualitative data have been collected in 126 organisations of different size, sector and knowledge intensity. Important feedback and issues emerged and need to be managed in order to support success in the knowledge maturing activities that allow improvement of organisational learning through the dissemination and application of the most appropriate knowledge.

Maier, Ronald
MATURE: Continuous Social Learning in Knowledge Networks
In: Invited talk at the ELIG 2010 Annual Meeting: Innovation agenda: Bridging the Gap, September 13-14, 2010, University of Cambridge, Cambridge (UK), 2010

2009

Maier, Ronald, Retzer, S., Thalmann, Stefan
Collaborative Tagging of Knowledge and Learning Resources
In: Mills, Annette and Huff, Sid (eds.): Proceedings of the 19th Australasian Conference on Information Systems (ACIS 2008), Christchurch, New Zealand, 3-5 December 2008, 2009, pp. 607-616

Maier, Ronald
MATURE: Design of Individuation, Interaction and In-Form-ation in Processes of Knowledge Maturing
In: 13th Conference of SAS-Users in Research and Development 2009, Halle (Saale), Germany, 2009

Maier, Ronald
Services Supporting Knowledge Maturing in Small and Medium-Sized Enterprises
In: Dhillion, G. and Stahl, B. C. and Baskerville, R. (eds.): Information Systems – Creativity and Innovation in Small and Medium-Sized Enterprises, Proceedings of the IFIP WG 8.2 International Conference CreativeSME 2009, Guimaraes, Portugal, 2009, pp. 224-238

Schmidt, Andreas, Hinkelmann, Knut, Ley, Tobias, Lindstaedt, Stefanie, Maier, Ronald, Riss, Uwe
Conceptual Foundations for a Service-oriented Knowledge and Learning Architecture: Supporting Content, Process and Ontology Maturing
In: Schaffert, Sebastian and Tochtermann, Klaus and Pellegrini, Tassilo (eds.): Networked Knowledge - Networked Media: Integrating Knowledge Management, New Media Technologies and Semantic Systems, Springer, 2009

Abstract Effective learning support in organizations requires a flexible and personalized toolset that brings together the individual and the organizational perspective on learning. Such toolsets need a service-oriented infrastructure of reusable knowledge and learning services as an enabler. This contribution focuses on conceptual foundations for such an infrastructure as it is being developed within the MATURE IP and builds on the knowledge maturing process model on the one hand, and the seeding-evolutionary growth-reseeding model on the other hand. These theories are used to derive maturing services, for which initial examples are presented.

Kohlegger, Michael, Maier, Ronald, Thalmann, Stefan
Understanding maturity models. Results of a Structured Content Analysis
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009

Abstract Maturity models are popular instruments used, e.g., to rate capabilities of maturing elements and select appropriate actions to take the elements to a higher level of maturity. Their application areas are wide spread and range from cognitive science to business applications and engineering. Although there are many maturity models reported in scientific and non-scientific literature, the act of how to develop a maturity model is for the most part unexplored. Many maturity models simply – and vaguely – build on their, often well-known, predecessors without critical discourse about how appropriate the assumptions are that form the basis of these models. This research sheds some light on the construction of maturity models by analysing 16 representative maturity models with the help of a structured content analysis. The results are transformed into a set of questions which can be used for the (re-)creation of maturity models and are answered with the help of the case example of a knowledge maturity model. Furthermore, a definition of the term maturity model is developed from the study’s results.

Barnes, Sally-Anne, Bimrose, Jenny, Brown, Alan, Feldkamp, Daniela, Kaschig, Andreas, Kunzmann, Christine, Maier, Ronald, Nelkner, Tobias, Sandow, Alexander, Thalmann, Stefan
Knowledge Maturing at Workplaces of Knowledge Workers: Results of an Ethnographically Informed Study
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009, pp. 51-61

Abstract Maturity models are popular instruments used, e.g., to rate capabilities of maturing elements and select appropriate actions to take the elements to a higher level of maturity. Their application areas are wide spread and range from cognitive science to business applications and engineering. Although there are many maturity models reported in scientific and non-scientific literature, the act of how to develop a maturity model is for the most part unexplored. Many maturity models simply – and vaguely – build on their, often well-known, predecessors without critical discourse about how appropriate the assumptions are that form the basis of these models. This research sheds some light on the construction of maturity models by analysing 16 representative maturity models with the help of a structured content analysis. The results are transformed into a set of questions which can be used for the (re-)creation of maturity models and are answered with the help of the case example of a knowledge maturity model. Furthermore, a definition of the term maturity model is developed from the study’s results.

2008


Proceedings of the 1st International Workshop on Learning in Enterprise 2.0 and Beyond (LEB-2008), Maastricht, The Netherlands, September 17, 2008. In conjunction with the 3rd European Conference on Technology Enhanced Learning (ECTEL 08), Maastricht, The Netherlands, September, 2008.


Proceedings of the 1st International Workshop on Learning in Enterprise 2.0 and Beyond (LEB-2008), Maastricht, The Netherlands, September 17, 2008.

Nelkner, Tobias, Reinhardt, Wolfgang, Attwell, Graham
Concept of a Tool Wrapper Infrastructure for Supporting Services in a PLE
In: Schmidt, Andreas and Attwell, Graham and Braun, Simone and Lindstaedt, Stefanie and Maier, Ronald and Ras, Eric (eds.): 1st International Workshop on Learning in Enterprise 2.0 and Beyond, CEUR Workshop Proceedings vol. 383, 2008

Abstract As one of the most relevant way of learning after apprenticeship is the informal learning an implementation of a PLE should try to support the learner by mashing up services and tools of every day work, creates cross links between them and gives motivation and support for personal and individual style of learning. This paper presents implementations and ideas for the whole collection of necessary pieces of software to provide a PLE in a bottom up manner. A server implementation is introduced which is based on a SOA approach and which includes an extractor for metadata of file objects. This module is furthermore able to run a semantic analysis on unstructured texts which results in for example in high-quality keywords and identification of persons. Taking this as technical background the social functions are explained which are identified as the functions a PLE is supposed to provide more than any knowledge management or e-learning software. Closing, these functions are converted in ideas of possible implementations of tools and services, back up by graphical mock-ups.

Maier, Ronald, Thalmann, Stefan
Informal learner styles: Individuation, interaction, in-form-ation
In: Schmidt, Andreas and Attwell, Graham and Braun, Simone and Lindstaedt, Stefanie and Maier, Ronald and Ras, Eric (eds.): 1st International Workshop on Learning in Enterprise 2.0 and Beyond, CEUR Workshop Proceedings vol. 383, 2008

Abstract Web 2.0 has sparked tremendously increased interest in IT-supported knowledge management and technology-enhanced learning in organizations. Although there have been abundant activities of how to benefit from Web 2.0 technologies, information on how to go about deploying these in organizational settings in a coordinated manner are scarce. Based on the findings of an ethnographically informed study, this paper presents three idealized, richly described scenarios of informal learner styles which are used in order to develop theses on the relationship of Web 2.0 and workplace learning.

Schmidt, Andreas, Hinkelmann, Knut, Lindstaedt, Stefanie, Ley, Tobias, Maier, Ronald, Riss, Uwe
Conceptual Foundations for a Service-Oriented Knowledge & Learning Architecture: Supporting Content, Process, and Ontology Maturing
In: 8th International Conference on Knowledge Management (I-KNOW 08), Graz, 2008

Abstract The knowledge maturing model views learning activities as embedded into, interwoven with, and even indistinguishable from everyday work processes. Learning is understood as an inherently social and collaborative activity. The Knowledge Maturing Process Model structures this process into five phases: expressing ideas, distributing in communities, formalizing, ad-hoc learning and standardization. It is applicable not only for content but also to process knowledge and semantics. In the MATURE IP two toolsets will be develop that support the maturing process: a personal learning environment and an organisation learning environment integrating the levels of individuals, communities and organisation. The development is guided by the SER theory of seeding, evolutionary growth and reseeding and is based on generally applicable maturing services.

Lohmann, Steffen, Thalmann, Stefan, Harrer, Andreas, Maier, Ronald
Learner-Generated Annotation of Learning Resources - Lessons from Experiments on Tagging
In: International Conference on Knowledge Management (I-KNOW 08), Graz, Austria, September 2008, 2008

Maier, Ronald, Thalmann, Stefan
Institutionalised collaborative tagging as an instrument for managing the maturing learning and knowledge resources
International Journal for Technology Enhanced Learning (IJTEL), vol. 1, no. 1, 2008, pp. 70-84

Abstract Recently, social software and collaborative tagging have received high levels of attention in Internet communities and have also been discussed as interesting approaches to annotate resources and distribute the cumbersome task of designing ontologies from few domain experts to large numbers of users of digital resources. This paper discusses the suitability of collaborative tagging for annotating knowledge and learning resources in the institutionalised setting of businesses and organisations. Specifically, the paper discusses commitment, convergence and coordination issues and presents the results of a multi-round experiment involving 174 Bachelor students at the Innsbruck University School of Management.

Lohmann, Steffen, Thalmann, Stefan, Harrer, Andreas, Maier, Ronald
Learner-Generated Annotation of Learning Resources – Lessons from Experiments on Tagging
In: Tochtermann, Klaus and Maurer, Hermann (eds.): Proceedings of I-KNOW ´08, 8th International Conference on Knowledge Management, Graz, Austria, September 3-5, 2008, pp. 304-312

2007

Maier, Ronald, Thalmann, Stefan
Kollaboratives Tagging zur inhaltlichen Beschreibung von Lern- und Wissensressourcen
In: XML-Tage 2007, Berlin, 2007

Abstract Für die effektive Verwaltung von Lern- und Wissens-Ressourcen in unternehmensweiten Wissensinfrastrukturen sowie deren Verwendung in fortgeschrittenen Lern- und Wissensdiensten werden aussagekräftige Metadaten benötigt. Mit der starken Zunahme von Lern- und Wissensressourcen unterschiedlicher Qualität, Reife und Granularität in Unternehmen und Organisationen wird deren inhaltliche Beschreibung zunehmend herausfordernd, da einerseits die vollautomatische Extraktion keine befriedigenden Ergebnisse liefert und professionelle Metadatenautoren überlastet sind. In diesem Beitrag wird der Einsatz des kollaborativen Tagging zur inhaltlichen Beschreibung von Ressourcen im organisatorischen Umfeld diskutiert. Dazu werden Lern- und Wissensressourcen, Metadaten und der Ansatz des kollaborativen Taggings reflektiert. Im Rahmen eines Mehrrunden-Laborexperiments werden Fragen der Handhabung dieses Ansatzes in Organisationen untersucht. Dies betrifft insbesondere die gemeinschaftliche Anerkennung von Schlagworten (commitment), die Dynamik zugeordneter Schlagworte (convergence) und die Beeinflussbarkeit des Verschlagwortungsprozesses (coordination).

Maier, Ronald, Schmidt, Andreas
Characterizing Knowledge Maturing: A Conceptual Process Model for Integrating E-Learning and Knowledge Management
In: Gronau, Norbert (eds.): 4th Conference Professional Knowledge Management - Experiences and Visions (WM '07), Potsdam, GITO, 2007, pp. 325-334

Abstract Knowledge management and e-learning both attempt to support learning and knowledge transfer in organizations. However, they aim at knowledge of different degrees of maturity. Central hypothesis of this paper is that the approaches can be integrated on the basis of a process that explicitly aims at designing the transitions of knowledge along varying degrees of maturity. The knowledge maturing process is presented as a conceptual model for explaining and analyzing disruptions in the inter-individual flow of knowledge within organizations. These disruptions can be attributed to a fragmented systems landscape and separated organizational units that foster knowledge of different degrees of maturity. The paper presents criteria for a characterization of this process model and discusses its implications for the design of learning support systems.