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    Why Digital Maturity Models Fail: An Exploratory Interview Study Within the Digital Transformation Steering Process
    (SCITEPRESS - Science and Technology Publications, 2025)
    Digital Maturity Models (DMMs) are widely used tools to assess and guide organizational digital transformation (DT). However, their practical contribution to the transformation process often fails due to insufficient stakeholder involvement, inadequate adaptability, or unsuitable assessment tools. This study explores these shortcomings through a socio-technical lens, analyzing why DMMs fail to deliver value in transformation processes. Drawing on an exploratory interview study with experts from the industry, eight key dimensions of failure, such e.g. as misalignment with organizational strategies, cultural resistance, and inadequate iterative usage practices, were identified. These initial results reveal that beyond the design of DMMs, systemic organizational and procedural barriers significantly hinder DMM utility. Building on that, ultimately, a comprehensive framework of utility barriers and derived requirements for building and integrating DMMs should be developed.
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    Outpacing the Competition: A Design Principle Framework for Comparative Digital Maturity Models
    (SCITEPRESS - Science and Technology Publications, 2025)
    Digital maturity models (DMMs) already have a long history of providing organizations with structured approaches for assessing and guiding their digital transformation initiatives. While descriptive and prescriptive DMMs have seen extensive development, comparatively few models focus on benchmarking digital maturity internally as well as externally across multiple organizations. Moreover, existing literature frequently highlights persistent shortcomings, including limited theoretical grounding, methodological inconsistencies, and inadequate empirical validation. This study addresses these gaps by synthesizing insights from a systematic literature review of 58 publications into a cohesive set of design principles for comparative DMMs. We differentiate between “usage design principles,” which adapt established descriptive and prescriptive DMM components to comparative contexts, and newly formulated principles developed specifically to accommodate implicit data sources and support ongoi ng benchmarking. The resulting framework provides researchers and practitioners with a foundation for designing, evaluating, and selecting comparative DMMs that are more conceptually robust, methodologically sound, and empirically viable. Ultimately, this work aims to enhance the overall maturity and applicability of comparative DMMs in advancing organizational digital transformation.
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    Chancen und Risiken von ESG-Ratings in der Unternehmensberichterstattung
    (Recht und Wirtschaft, 2025-08-18) ;
    Environmental, Social and Governance-(ESG-)Ratings gewinnen als ergänzende Informationsquelle zur Nachhaltigkeitsberichterstattung zunehmend an Bedeutung – insbesondere für Investoren, aber auch für weitere Stakeholder. Anders als klassische Bonitätsratings beruhen ESG-Ratings jedoch auf uneinheitlichen und teils intransparenten Bewertungslogiken, was ihre Interpretation erschwert und ihre Vergleichbarkeit einschränkt. Vor diesem Hintergrund stellt sich für nternehmen die Frage, ob und wie ESG-Ratings sinnvoll in die Nachhaltigkeitsberichterstattung integriert werden können, ohne dabei die eigene Glaubwürdigkeit zu gefährden oder eine verzerrte Darstellung der Nachhaltigkeitsleistung zu riskieren. Der nachfolgende Beitrag richtet sich an Berichtersteller, die ESG-Ratings adressatengerecht und strategisch fundiert einsetzen möchten, sowie an Stakeholder, die ESG-Ratings besser verstehen wollen. Er analysiert gängige erichtspraktiken, identifiziert typische Schwächen und gibt konkrete Handlungsempfehlungen zur konsistenten, vergleichbaren und zielgerichteten Nutzung von ESG-Ratings in der Unternehmenskommunikation.
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    System Thinking Among Students in Sustainability Programs: A Pilot-Study
    (2025-08-26) ; ;
    Birgit Kopainisky
    In this collaborative Scholarship of Teaching and Learning (SoTL) study (Huber, 2014), a lecturer and two academic developers investigated systems thinking (ST) among students in two sustainability programmes at a Norwegian University. ST is considered a crucial sustainability competency (Brundiers et al., 2021; UNESCO, 2017), yet it remains unclear what level of competency students have and how to assess them adequately. Assessing this is however essential, given the impact of prior knowledge on learning outcomes (see Hailikari et al., 2008). We selected two surveys to measure ST skills: Davis & Stroink (2015, 15 items) focusing on cognitive aspects, and Camelia, Ferris & Cropley (2018, 30 items) focusing on affective aspects. Both scales showed satisfactory reliability (Davis & Stroink: α = .73; Camelia et al.: α = .83) with significant intercorrelation (r = .49, p < .001). Neither gender nor age correlated significantly with ST. We discuss implications for teaching practices and plan further assessments to track students’ ST development over time.

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