Abstract
Establishing new paradigms, such as S-BPM, requires education. In this paper, an educational proposal is developed, not only to help members of existing BPM communities shifting, but also capturing the dynamics of the field itself. The approach is grounded on the concepts of evidence-based practice and learning, stemming from medicine, and epistemological considerations. In the paper the major constituents of evidence-based S-BPM education are discussed and exemplified: provision of knowledge and content generation, exploration and consolidation, sharing and distribution. They can be intertwined and designed in a variety of ways. Of particular interest are stakeholder-specific perspectives and behavior patterns, as the change over time, and require sophisticated features and a corresponding scheme of representing BPM content, information about user-specific content individualization, and social interaction.
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Stary, C. (2011). Evidence-Based (S-)BPM Education. In: Schmidt, W. (eds) S-BPM ONE - Learning by Doing - Doing by Learning. S-BPM ONE 2011. Communications in Computer and Information Science, vol 213. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-23471-2_1
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DOI: https://doi.org/10.1007/978-3-642-23471-2_1
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