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Research in the field of openness has become very broad and, unfortunately, also opaque. Thus, the purpose of this paper was to analyse and map the trends by applying bibliometric tools to the scientific literature published between 1990 and 2015, for descriptive bibliometric analysis, and 2011 to 2015, for content analysis.

A bibliometric analysis was used to identify document types, most prolific institutions, countries, source titles and Web of Science categories in the field of openness. Furthermore, bibliometric mapping was performed to discover country and institutional cooperation networks and to be able to understand funding opportunities for openness and information technology research. Additionally, with content analysis, scientific landscape was produced with most prolific terms and their chronological evolution through time.

The first information sources were published in 1990, and production was steady until 1998. After that period, the growth becomes exponential for the total number of information sources, as well as articles and proceedings papers, with a slight decrease in growth between 2009 and 2011. Descriptive bibliometric analysis showed that the most productive countries were the USA, the UK, Germany, China, Italy and Spain.

This paper presents the first holistic bibliometric analysis of the literature production concerning openness in relation to information and communication technology which helps researchers in the field to better understand the relations between themes and outsiders to get an overview of the openness scientific landscape.

Increasing use of information and communication technology (ICT) in education has, along with other consequences, shifted the context from teacher-centric to student-centric. These changes pose fresh challenges to the prevalent education systems all over the world, which already have fallen short of the expectations. The purpose of this study is to show that e-learning is not only about ICT following a holistic approach to learning which embeds systemic approach and learning loops but also about students and teacher’s actions in ICT-enabled learning environment. This study investigates the importance of engagement of students and teachers in blended learning with a focus on factors which affect this engagement.

Based on systems theory and socio-technological approach to e-learning, the paper documents an experiment which was carried out in a higher education institution. Postgraduate students of one course were divided into two groups. Instructor of the first group was not required to engage with the online content and had to deliver his course in a traditional face-to-face format. Instructor of the second group continuously spent time on the learning management system (LMS), developing more content, participating in online discussions and responding to students. LMS tracked the online activity of both the instructors, and semi-structured interviews of students were conducted.

Based on behaviour of 152 students of a postgraduate programme, students’ time spent online is directly proportional to the instructor’s online time, promptness of instructor’s response to online activities queries of students increased student engagement, the students’ engagement increases if the online content is related to the syllabus but engagement is not the same as the face-to-face lectures in the class.

The research was conducted in India and is based on the behaviour of instructors and students in India. It was focussed on engagement issues of blended learning, while other issues of blended learning have not been in the focus of the research.

The research is important for the practice of higher education, and the result of the study can be taken into consideration while developing online courses for students enrolled in higher education.

If higher education institutions take a strategic decision to use ICT in e-learning, engagements of participants and factors affecting engagement are crucial for the better quality of education. In such a way, blended learning fulfils requirements of a holistic approach to learning.

Despite the fact that e-learning as a way to deliver academic content has been extensively researched, there are not many studies focussed on engagement issues in blended learning, and even fewer studies have been conducted in an experimental way which allow in-depth research.

The consequences of human social irresponsibility urge socially responsible reactions. The authors expose the consequences of socially irresponsible behaviour and state possible requisitely holistic tools to eliminate organisations’ dangerous and socially irresponsible behaviour. This paper aims to examine how the viable system model (the VSM) used as a diagnostic tool can help organisations support socially responsible behaviour.

Given the variety of systems methodologies, the authors selected the VSM as a key methodological tool of Organizational Cybernetics. A case-study approach is used to demonstrate the power of the VSM as a diagnostic tool.

Humans need to replace recklessness and selfishness by faster re-orientation towards a socially responsible society. By following the cybernetic circle of the preparation and implementation of the management process and practising social responsibility via the VSM, organisations can conduct socially responsible business operations for a socially responsible society. Respecting the pluralist nature of social responsibility and a limited framework of the VSM, the VSM analysis needs to be supported by interpretive systems approaches, such as Strategic Assumptions Surfacing and Testing (SAST).

The presented study’s limitation is the case study of a selected organisation from Europe. The discussion could be relevant to each organisation, which is observed as a viable system. The insights gained with this case study can be broadened by empirical research involving diverse organisations from various countries.

Research results indicate socially irresponsible behaviours of the researched organisation and possible ways of overcoming them. The cybernetic circle of the preparation and implementation of socially responsible management processes through the VSM offers a possible path towards more social responsibility in organisations. Moreover, the VSM should be used in combination with interpretive systems approaches, such as SAST.

The generality of the VSM indicates that decision-makers could use the VSM for diagnosing socially irresponsible behaviour in organisations and for redesigning organisations to help develop a more socially responsible society.

The paper contributes to a cybernetic framework and methodological support to social responsibility. This study could serve as an essential starting point for organisations wishing to take further steps towards social responsibility.

The purpose of this paper is to prove that it is possible and necessary that higher education institutions develop appropriate competencies of students during the learning process as required by the practice if teachers use the systemic approach and cybernetics knowledge. The authors especially research the importance of competence entrepreneurship and how to stimulate entrepreneurship by developing competencies of creativity, teamwork and communication.

Based on systems theory, transversal competencies entrepreneurship, creativity, teamwork and communication, as well as their interdependence, were requisitely holistic selected. In the selection of diverse contemporary learning methods, the authors started from an action research approach that implies learning by doing, i.e. participation of students. With the use of statistical methods, the authors showed that a cyber-systemic requisite holistic learning action approach based on interdependence of teacher and students learning process results in innovation of researched transversal competencies.

Based on two quantitative and qualitative researches of 96 students’ competencies, the authors found out that when using contemporary learning methods, the desired results can be achieved. In described learning process everyone involved gained: both the teacher and the students.

The survey does not include verifying the usefulness of developed competencies in practice. Also, the study only covers the findings of the research study of one academic year.

The research is important for the practice of higher education, as it demonstrates that the teacher is with a targeted focus on the selected viewpoints able to effectively improve students’ competencies.

If higher education’s institutions take a strategic decision to target improvement of the transversal competencies of students, they will be easier and faster to employ, and practice will get more relevant employees. The economy will be more efficient and effective.

According to the authors’ knowledge, no research measures the development of selected transversal competencies using the contemporary learning methods, based on cyber-systemic learning action approach. The authors found out that the methods used have influenced the final results, which show that all measured students’ transversal competencies have improved.

Enterprise resource planning (ERP) systems have been implemented in most organizations for a few years. ERP solutions go through three phases of lifecycle: selection, implementation and operation phase; the operation phase consists of the stabilization stage and the routine stage. To improve the efficiency and effectiveness of ERP system use in the operation phase, organizations need to research the factors that have impact on users' satisfaction. A literature shows that few published studies have examined users' adoption of ERP systems through a technological acceptance model (TAM) or examined external factors that have influence the intention to use an ERP system, or ERP use in the stabilization stage. The purpose of this paper is to expose and research external factors which have influence on ERP users in the operation phase of ERP lifecycle and to investigate the impact of those factors on ERP system use.

The TAM proposed by Davis has been the most widely‐used model for researching user acceptance and usage of information technology/information systems. Despite the existence of several additions to TAM connected with ERP use, the authors aim to make further contribution in the area of external factors. Within this context the present research is focused on the mature use of ERP system (more than one year of ERP use in an organization). A limited number of external factors mentioned in already published papers connected with TAM regarding ERP use has also been extended. The authors have researched the effect of external factors through the second‐order factors on the original TAM. The model has been empirically tested using the data collected from a survey of 161 ERP users from a national telecom company, which has been using an ERP system since 1999. The model has been analysed using PLS approach.

The study shows that extended external factors observed through the second‐order factors have important influence on ERP usefulness and ERP ease of use; they also have a strong influence on the attitude toward using ERP system by ERP users in the routine (maturity) stage.

The paper researches the factors which have an impact on ERP solution use in the routine (mature) stage of ERP lifecycle. The paper adds to the literature, in that few previous studies have examined the users' adoption of ERP systems through the TAM or examined external factors that have influence on the intention to use an ERP system or ERP use in the stabilization stage.