Prof. Dr. Rüdiger Buck-Emden
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Studienverläufe von Studenten weichen nicht selten vom offiziell geplanten Curriculum ab. Für eine den Studienerfolg verbessernde Planung und Weiterentwicklung von Studiengängen und Curricula fehlen den Verantwortlichen häufig Erkenntnisse über tatsächliche sowie typischerweise erfolgreiche und weniger erfolgreiche Studienverlaufsmuster. Process-Mining-Techniken können helfen, mehr Transparenz bei der Auswertung von Studienverläufen zu schaffen und so die Erkennung typischer Studienverlaufsmuster, die Überprüfung der Übereinstimmung der konkreten Studienverläufe mit dem vorgegebenen Curriculum sowie eine zielgerechte Verbesserung des Curriculums zu unterstützen.
Business process infrastructures like BPMS (Business Process Management Systems) and WfMS (Workflow Management Systems) traditionally focus on the automation of processes predefined at design time. This approach is well suited for routine tasks which are processed repeatedly and which are described by a predefined control flow. In contrast, knowledge-intensive work is more goal and data-driven and less control-flow oriented. Knowledge workers need the flexibility to decide dynamically at run-time and based on current context information on the best next process step to achieve a given goal. Obviously, in most practical scenarios, these decisions are complex and cannot be anticipated and modeled completely in a predefined process model. Therefore, adaptive and dynamic process management techniques are necessary to augment the control-flow oriented part of process management (which is still a need also for knowledge workers) with flexible, context-dependent, goaloriented support.