@article{RizunRevinaMeister2021, author = {Rizun, Nina and Revina, Aleksandra and Meister, Vera G.}, title = {Assessing business process complexity based on textual data: Evidence from ITIL IT ticket processing}, series = {Business Process Management Journal}, volume = {27}, journal = {Business Process Management Journal}, number = {7}, publisher = {Emerald}, issn = {1758-4116}, doi = {10.1108/BPMJ-04-2021-0217}, pages = {1966 -- 1998}, year = {2021}, language = {en} } @article{RizunRevinaEdelmann2025, author = {Rizun, Nina and Revina, Aleksandra and Edelmann, Noella}, title = {Text analytics for co-creation in public sector organizations: a literature review-based research framework}, series = {Artificial Intelligence Review}, journal = {Artificial Intelligence Review}, doi = {10.1007/s10462-025-11112-1}, pages = {1 -- 45}, year = {2025}, abstract = {The public sector faces considerable challenges that stem from increasing external and internal demands, the need for diverse and complex services, and citizens' lack of satisfaction and trust in public sector organisations (PSOs). An alternative to traditional public service delivery is the co-creation of public services. Data analytics has been fueled by the availability of immense amounts of data, including textual data, and techniques to analyze data, so it has immense potential to foster data-driven solutions for the public sector. In the paper, we systematically review the existing literature on the application of Text Analytics (TA) techniques on textual data that can support public service co-creation. In this review, we identify the TA techniques, the public services and the co-creation phase they support, as well as envisioned public values for the stakeholder groups. On the basis of the analysis, we develop a Research Framework that helps to structure the TA-enabled co-creation process in PSOs, increases awareness among public sector organizations and stakeholders on the significant potential of TA in creating value, and provides scholars with some avenues for further research.}, language = {en} } @article{RizunBordeanNikiforovaetal.2026, author = {Rizun, Nina and Bordean, Ovidiu Niculae and Nikiforova, Anastasija and Beleiu, Ioana Natalia and Revina, Aleksandra}, title = {Generative AI in higher education: Ethical and behavioral factors influencing students' intentions to use ChatGPT}, series = {Computers and Education Open}, volume = {10}, journal = {Computers and Education Open}, publisher = {Elsevier}, doi = {10.1016/j.caeo.2026.100336}, pages = {1 -- 16}, year = {2026}, language = {en} } @article{RevinaBuzaMeister2020, author = {Revina, Aleksandra and Buza, Krisztian and Meister, Vera G.}, title = {IT Ticket Classification: The Simpler, the Better}, series = {IEEE Access}, volume = {8}, journal = {IEEE Access}, publisher = {Institute of Electrical and Electronics Engineers (IEEE)}, issn = {2169-3536}, doi = {10.1109/ACCESS.2020.3032840}, pages = {193380 -- 193395}, year = {2020}, language = {en} } @article{RevinaAksuMeister2021, author = {Revina, Aleksandra and Aksu, {\"U}nal and Meister, Vera G.}, title = {Method to Address Complexity in Organizations Based on a Comprehensive Overview}, series = {Information 2021}, volume = {12}, journal = {Information 2021}, number = {10}, publisher = {MDPI}, doi = {10.3390/info12100423}, pages = {423}, year = {2021}, language = {en} } @article{LevinaLindauerRevina2025, author = {Levina, Olga and Lindauer, Friederike and Revina, Aleksandra}, title = {A Participatory Workshop Design for Engaging Young People in IT Sustainability}, series = {Education Science}, journal = {Education Science}, number = {15 (12)}, publisher = {MDPI}, doi = {10.3390/educsci15121570}, pages = {23}, year = {2025}, abstract = {This paper presents an approach to teaching and consolidating skills in the context of sustainability "Prototyping Sustainability-Designing Sustainable IT" (ProS), using the workshop format for participatory and creative learning. The workshop integrates principles from Education for Sustainable Development (ESD), transformative and experiential learning, participatory design, and critical reflection on the digital age to engage participants in critically examining the environmental, economic, and social impacts of digital technologies in the context of Sustainable Development Goals (SDGs). Structured in five modular phases, from self-reflection and knowledge activation to collaborative prototyping and peer evaluation, the workshop offers a hands-on, gamified learning experience centred on real-world sustainability challenges. Learners create user-centred paper-based prototypes for digital products using tactile materials, persona-driven scenarios and knowledge of sustainable product characteristics gained in the workshop. Outcome measurement is supported through pre- and post-workshop surveys, peer voting templates, and paper-based prototype artefacts, enabling rich insight into behavioural intentions and learning gains. The paper discusses the educational value and sustainability relevance of the workshop engaging young people in critically reflecting on the environmental, economic, and social consequences of digitalization. Finally, it highlights challenges and limitations and proposes directions for future research.}, language = {en} }