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Martin HenkelDocent

Om mig

Docent vid Institutionen för dator- och systemvetenskap (DSV), Stockholms universitet. Min doktorsexamen 2008 var inom tjänsteorienterade informationssystem. Som medlem i flera internationella programkommittéer engagerar jag mig inom forskningsområden som verksamhetsmodellering, förmågedesign, tjänsteorienterade informationsystsem  samt värdemodellering. Undervisningen vid institutionen omfattar ERP-system, IT-arkitektur, verksamhetsmodellering och tjänstedesign. Genom forskningsprojekt och konsultverksamhet har jag varit involverad i många projekt där jag har bidragit med systemanalys, design och implementering inom områden som logistik, sjukvård och IT -system för energieffektivitet.



I urval från Stockholms universitets publikationsdatabas

  • An analysis of capability meta‑models for expressing dynamic business transformation

    2021. Georgios Koutsopoulos, Martin Henkel, Janis Stirna. Software and Systems Modeling 20, 147-174


    Environmental dynamism is gaining ground as a driving force for enterprise transformation. To address the changes, the capabilities of digital enterprises need to adapt. Capability modeling can facilitate this process of transformation. However, a plethora of approaches for capability modeling exist. This study explores how concepts relevant to change have been implemented in the meta-models of these approaches, aiming to visualize relationships among change-related concepts, and identify ways to improve capability modeling toward a more efcient depiction of capability change. The concepts are visualized in concept maps, and a framework is developed to assist the classifcation of concepts relevant to change functions. Similarities and diferences among the existing models are discussed, leading to suggestions toward improvements of capability modeling for capability adaptation.

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  • Principles for Design of Simulated Cases in Teaching Enterprise Modelling

    2019. Martin Henkel, Ilia Bider. New Knowledge in Information Systems and Technologies, 173-183


    Apprenticeship Simulation (AS) is a form of case-based learning where the students follow a virtual expert who selects and hands to them information sources with which they should work. A case as presented to the students can be quite complex, consisting of numerous types of diverse sources, including recorded interviews and links to real-world dynamic sources such as web pages. A teacher who designs an AS case needs to decide on the structure of the case presentation, including which sources should be used and how they and associated tasks should be presented to the students. In this paper, we present a set of principles for the design of AS case presentations. The principles are based on our experiences in applying AS in four courses in the area of enterprise modelling.

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  • Using Enterprise Models for Change Analysis in Inter-organizational Business Processes

    2019. Martin Henkel (et al.). Business Process Management: Blockchain and Central and Eastern Europe Forum, 315-318


    Organizations increasingly participate in and rely on inter-organizational processes to carry out work. However, inter-organizational processes may be complex, especially when there is a need to introduce and decide upon changes that affect the process. In this paper we examine the problems that may arise when changing inter-organizational processes. As the foundation for our examination, we use a case study performed at a healthcare region in Sweden. In the case, a number of potential changes to an inter-organizational process have been identified. Based on the analysis of the case, we identify the basic constituents that enterprise models need to contain in order to be useful tools for representing changes to inter-organizational processes.

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  • CBILE - A Case-Based Immersive Learning Environment

    2018. Ilia Bider, Martin Henkel. 2018 IEEE 22nd International Enterprise Distributed Object Computing Conference Workshops, 200-203


    CBILE is an immersive environment that supports Apprenticeship Simulation (AS) - a method for teaching/learning modeling skills in university education. AS is aimed at the students acquiring not only explicitly defined syntax and semantics of modeling languages, but also skills of analyzing various types of sources for obtaining information to build a model. AS is a kind of case-based learning that presents a case to the students using multimedia sources, such as recorded interviews and web-based sources. CBILE integrates all sources, simulated as well as real, to be used in the case in one place and connects them to the project tasks. The environment uses WordPress as an underlying platform for both integration and simulation of web sources.

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  • An Approach for Examining the Value of Open Data Solutions

    2017. Martin Henkel, Erik Perjons, Ulrika Drougge. Recent Advances in Information Systems and Technologies, 470-480


    There is currently a high interest in the potential of open data - data that is publicly available. However, the use of open data is a complex system where the providers of the data, such as public organizations, are not always formally connected to the organization that aggregates the data and the end users. Since it is a complex system, it is difficult to describe the values of using open data. In this paper, we report on the use of a framework that enables a structured analysis of the functions and values that open data can provide. The framework is based on a set of technical functions in open data and a set of perceived values. The framework has been used in a project that aimed at describing the values of providing open data to immigrants in a Swedish municipality.

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  • Business and IT Architecture for the Public Sector

    2017. Martin Henkel, Erik Perjons, Eriks Sneiders. Information Technology Governance in Public Organizations, 157-175


    Digitization is seen as a central force in order to transform the public sector to become transparent, participative, collaborative as well as efficient. In order to realize the digitalization, a public organization need to have an IT architecture that can support such a transformation. Therefore, decision makers in a public organization need to make informed decisions when governing, designing and implementing an IT architecture. This require that they have an understanding of the alternatives available to them in terms of possible IT systems and their roles in the organization’s overall IT architecture. However, there is a lack of concrete descriptions providing such an understanding. In this chapter we present a number of types of IT system that public organizations could or need to have as part of their IT architectures; the problems these types of IT system address; what alternative IT systems and technology solutions are available for each type of IT system; and guidelines on what alternative solutions to select given the situation or condition at hand in a public organization. The chapter also includes a description of the relationships between the various types of IT systems and clarifies their roles by means of a business and IT architecture. The business and IT architecture, the different alternatives and guidelines are based on experiences from a number of research projects within the public sector. Real-life examples from the projects illustrate the alternatives proposed.

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  • Cyber Resilience – Fundamentals for a Definition

    2015. Fredrik Björck (et al.). New Contributions in Information Systems and Technologies, 311-316


    This short paper examines the concept of cyber resilience from an organizational perspective. Cyber resilience is defined as “the ability to continuously deliver the intended outcome despite adverse cyber events”, and this definition is systematically described and justified. The fundamental building blocks of cyber resilience are identified and analyzed through the contrasting of cyber resilience against cybersecurity with regards to five central characteristics.

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  • Interaction at a Distance



    Different forms of interaction are an integral part of modern courses. Traditional courses held on-campus might focus on teacher-student interaction, or student-student interaction, or both. However when these traditional on-campus courses are to be held as distance courses there is a risk that these well-designed interactions will be difficult or impossible to uphold. For example, student-student interaction in traditional project assignments might not work well if the students are scattered across the world. Thus, even a well-designed traditional on-site course cannot without modification be turned into a distance course. Traditional on-site courses simply have to be redesigned to become true distance courses. This paper describes a structured approach which facilitates the redesign of a traditional course into a distance course. The approach is based on that the desired forms of course flexibility are identified, and thereafter that the course activities are redesigned to facilitate interaction in a distance course. The approach is making use of known patterns of pedagogic interaction and existing guidelines for distance education design. The approach is illustrated with an example course in the field of information systems design.

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