Abstract

Abstract
Small and medium-sized enterprises (SMEs) in Europe risk their competitiveness if they fail to embrace digitalization. Indeed, SMEs are aware of the need to digitalize-more than one in two SMEs are concerned that they may lose competitiveness if they do not adopt new digital technologies. However, a key obstacle is related with decision-makers' lack of awareness concerning digital technologies potential and implications. Some decision-makers renounce digital transition simply because they do not understand how it can be incorporated into the business. Take into account this common reality, especially among SMEs, this research project intends to identify the skills and subjects that need to be addressed and suggests the educational methodology and implementation strategy capable of maximizing its success. Therefore, and supported by a focused group research methodology, an innovative training program, oriented to decision-makers, was designed and implemented. The program was conceived based on a self-directed learning methodology, combining both asynchronous lecture/expositive and active training methodologies, strongly based on state-of-the-art knowledge and supported by reference cases and real applications. It is intended that the trainees/participants become familiar with a comprehensive set of concepts, principles, methodologies, and tools, capable of significantly enhancing decision-making capability at both strategic and tactical level. The proposed programme with a multidisciplinary scope explores different thematic chapters (self-contained) as well as cross-cutting thematic disciplines, oriented to the Industry 4.0 and digital transformation paradigm. Topics related with Digital Maturity Assessment, Smart Factories and Flexible Production Systems, Big Data, and Artificial Intelligence for Smarter Decision-Making in Industry and Smart Materials and Products, as well as new production processes for new business models. Each thematic chapter in turn is structured around a variable set of elementary modules and includes examples and case studies to illustrate the selected topics. A teaching-learning methodology centered on an online platform is proposed, having as a central element, a collection of videos complemented by a set of handouts that organize the set of key messages and take-ways associated with each module. In this paper, we present the design and practice of this training course specifically oriented to decision-makers in SME.

Abstract
Kidney exchange programs (KEP) allow an incompatible patient-donor pair, whose donor cannot provide a kidney to the respective patient, to have a transplant exchange with another in a similar situation if there is compatibility. Exchanges can be performed via cycles or chains initiated by non-directed donors (NDD), i.e., donors that do not have an associated patient. The objective for optimization in KEP is generally to maximize the number of possible transplants. Following the course of recent approaches that consider a dynamic matching (exchanges are decided every time a pair or a NDD joins the pool), in this paper we explore two matching policies to find feasible exchanges: periodic, where the algorithm runs within some period (e.g each 3 month); and greedy, in which a matching run is done as soon as the pool is updated with a new pair or NDD. For each policy, we propose a matching algorithm that addresses the waiting times of pairs in a pool. We conduct computational experiments with the proposed algorithms and compare the results with those obtained when periodic and greedy matching aim at maximizing the number of transplants.

Abstract
We used BPMN diagrams to identify indicators that can assist teachers in their intervention actions to support students' self-regulation and co-regulation in an asynchronous e-learning context. The use of BPMN modeling, by making explicit the tasks and procedures implicit in the intervention of the e-learning teacher, also exposed which data were available for developing decision-support indicators, as well as the relevant moments for carrying out interventions. Such indicators can help e-learning teachers focus their interventions to support self-regulation and co-regulation of learning, as well as enabling the creation of live data dashboards to support decision-making for those interventions, thus this process can contribute to devise better instruments for teacher intervention in support of self-regulation and co-regulation of student learning. © 2021, Springer Nature Switzerland AG.

Abstract
The synchronization of Public Transportation (PT) systems usually considers a simplified network to optimize the flows of passengers at the principal axes of the network. This work aims to identify the most relevant transfer-connections in a PT network. This goal is pursued with the development of a methodology to identify relevant transfer-connections from entry-only Automatic Fare Collection (AFC) data. The methodology has three main steps: the implementation of the Trip-Chaining-Method (TCM) to estimate the alighting stops of each AFC record, the identification of transfers, and finally, the selection of relevant transfer-connections. The adequacy of the methodology was demonstrated with its implementation to the case study of Porto. This methodology can also be applied to PT systems using entry-exit AFC data, and in that case, the TCM would not be required.

Abstract
Governance has a significant impact on the success of programs and projects. However, governance of collaborative university-industry projects and programs in literature, is a rather scarce topic. Based on an ethnographic study of a large university-industry collaboration, this paper proposes a conceptual framework of Organizational Enablers (OEs) to improve the governance of collaborative university-industry RD programs. An exploratory research was carried out, aiming to learn from the experience of program and project managers and other program stakeholders of the case under study. Qualitative data was collected using participant observation and document analysis. The framework highlights nine OEs: 'Established governance policies and values', 'Formal Governance support structures', 'Flexible organization structures', 'Standardization of program and project management practices', 'Different management approaches to fit the project needs', 'Clearly defined roles and responsibilities', 'Different means of communication and interaction', 'Top management Support' and 'Projects strategic alignment within the industry and university roadmaps'. © 2020 IEEE.