Call for Educators Forum

Important Dates

Paper submission: 22 May 2025
Notification: 23 June 2025
Camera-ready: 30 June 2025

Deadlines correspond to Anywhere on Earth (AoE or UTC-12).

The Forum

Business Process Management (BPM) has become part of the curricula across a number of primary, secondary, professional, online, and in-company education programs.

The Educators Forum seeks to bring together educators within the BPM community for sharing resources for improving the practice of teaching BPM-related topics by exchanging experiences, bringing in cases and discussing teaching innovations.

In this way, the Educators Forum also highlights the Scholarship of Teaching and Learning (SoTL) as part of the BPM teaching practice in regard to the systematic inquiry about student learning, the habits and skills of scholars to work as teachers, and the support for young lecturers to obtain their qualifications.

Forum Topics

The Educators Forum aims to be the meeting point for sharing and improving our BPM teaching in a dynamic way, far from more traditional research contributions. That is why we are open to all kinds of contributions, such as sharing new techniques, lessons learned, methodologies, case studies, systematic studies, empirical experiments, resources, materials, and tools. Contributions are welcome in the fields of teaching BPM contents, evaluating BPM contents, and the use of technology as a facilitator of BPM education.

The topics of interest for the Educators Forum include, but are not limited to:

New active learning methodologies for teaching BPM
Design and implementation of new resources for teaching BPM
Novel assessment instruments for BPM contents
Feedback approaches tailored for BPM courses
Teaching procedural thinking
Systematic studies of BPM in different education dimensions
Best practices and lessons learned for teaching BPM
New resources and smart learning environments for BPM contents
BPM instructor professionalization and certification
Teaching BPM for underrepresented groups, including students with disabilities
Integrating indigenous perspectives into BPM teaching practices
Integrating sustainability and circularity in BPM teaching
Success case studies and application of BPM teaching practices
Integrating generative AI and other innovative digital tools into BPM teaching
Incorporating Ethics into BPM Content: Challenges, Approaches, and Educational Resources
WACI (Wild And Crazy Ideas) for BPM teaching

Contribution Types

Contributions are classified in 6 types as below. Please see the information on the bottom of the page for the details.

BPM Education Research
BPM Teaching Cases
Educational Practice Insights
Tools/Resources Contribution
Assignment Contribution
Lightning Contribution

Important Information for Submissions

We welcome original submissions in English from research and practice in one of the indicated contribution types.
Contributions of all categories must follow the Springer LNBIP format as provided in the BPM conference website. Papers should be between 6-15 pages, including all materials and bibliography.
Each contribution should clarify the relation of the paper with the main topics of the forum and also clearly state the problem or issue being addressed, the goal of the contribution, the results achieved (if obtained), and clearly state the impact and benefits for the BPM educators community.
Submissions must be original research contributions that have neither been published previously nor submitted to other conferences, workshops, or journals.
Please use EasyChair link of the BPM conference submissions and select the “BPM 2025 Educators Forum” during submission. Please indicate the contribution type during paper submission on EasyChair.
Each submission will be reviewed by a minimum of 2 PC members, and rich feedback will be provided.
The paper selection will be based on the relevance of a paper to the main topics listed above, alignment to the type of the contribution indicated based on the criteria described for each contribution type, and its quality and potential to generate relevant discussion.
For a paper to appear in the post-proceedings, at least one author has to register and present the paper during the workshop.
All workshop papers (with a length of minimum 6 pages) will be published by Springer as a post-workshop proceedings volume in the series Lecture Notes in Business Information Processing (LNBIP). These proceedings will be made available to all registered participants approximately four months after the workshops, while preliminary proceedings will be distributed during the workshop.
All registration procedures and logistics information are managed directly by BPM conference.

Educators Forum Chairs

Banu Aysolmaz (Eindhoven university of technology)
Wasana Bandara (Queensland University of Technology)
Kate Revoredo (Humboldt-Universität zu Berlin)

Detailed Information on Contribution Types

1. BPM Education Research

This category includes reports on any research conducted by the author(s) related to Business Process Management (BPM) education. This may encompass, but is not limited to, the development or validation of theories, models, or frameworks, action research, and educational experiments. It also covers conceptual work supported by theoretical or empirical evidence, as well as literature review articles that contribute to advancing knowledge in BPM teaching and learning.

Papers of research type will be assessed based on:

Relevance and originality: The extent to which the research addresses critical gaps in BPM education and contributes new insights or approaches to teaching and learning.
Clarity and coherence: How well the paper presents its arguments, including the clarity of its objectives, research questions, and methodology, as well as its ability to communicate findings effectively.
Methodological rigor: The soundness and appropriateness of the research design, data collection, and analysis methods employed. This includes the transparency and justification of the chosen approach.
Theoretical, empirical, and practical contribution: The paper’s ability to advance BPM education by presenting a strong theoretical framework, aligning with empirical findings (if applicable), and offering innovative theories, models, or frameworks that influence teaching practices, curricula, and provide actionable insights for educators and practitioners.

Best papers of type research contribution will be invited to a fast-track publication in Process Science Journal. The invited papers and the conditions will be communicated to the authors after the paper presentation at the BPM conference.

2. BPM Teaching Cases

We invite BPM teaching cases that showcase real-world scenarios, challenges, or problems. All teaching case submissions should be accompanied by supporting teaching notes (at least 5 pages). These cases should present practical, real-life examples or anonymized/hypothetical situations of BPM in practice, offering students opportunities to engage with complex issues and apply theory in a problem-solving context. The teaching notes should provide guidance on leading discussions, key learning objectives, potential solutions, and common pitfalls. We encourage alignment with guidelines such as Farhoomand (2004)¹ and Sipior et al. (2021)². Only the teaching case will be published in the proceedings.

Papers of teaching case type will be evaluated based on:

Relevance and Applicability: The real-world value of the teaching case for BPM educators and students, along with how the teaching notes guide effective use in the classroom.
Clarity and Detail: How clearly the teaching case is presented, including a comprehensive description of the problem, context, and key issues, alongside structured and practical teaching notes.
Engagement Potential: The ability of the teaching case to foster active student participation, critical thinking, and problem-solving in a classroom setting.
Alignment with BPM Theory and Practice: How the case connects to established BPM theories or frameworks, ideally aligned with common BPM curriculum topics.

¹ Farhoomand, A. (2004). Writing Teaching Cases: A Reference Guide. Communications of the Association for Information Systems, 13(1), 47.

² Sipior, J. C., Granger, M., & Farhoomand, A. (2021). Writing a Teaching Case and Teaching Note: A Reference Guide. Communications of the Association for Information Systems, 49(1), 35.

3. Educational Practice Insights

This paper type invites contributions that share valuable insights gained from applying specific teaching or evaluation approaches to BPM education. It includes practical lessons learned, tips for success, and pitfalls to avoid, helping to guide others in similar educational settings. Examples of relevant approaches and methodologies include, but are not limited to:

Flipped Classroom: Discussing the benefits and challenges of reversing traditional learning environments by having students engage with content at home (e.g., via videos or readings) and using classroom time for active discussions and problem-solving.
Problem-Based Learning: Sharing experiences of using real-world problems as the basis for learning, where students collaborate to find solutions, often promoting critical thinking and practical application of BPM concepts.
Project-Based Learning: Discussing the integration of long-term projects where students work in teams to tackle BPM challenges, with a focus on hands-on learning and the development of practical skills
Gamification: Exploring the use of game-like elements (such as points, levels, and competitions) in the BPM classroom to motivate students and enhance engagement.
Collaborative Learning: Describing how students work together to solve problems or complete projects, emphasizing teamwork and peer-to-peer learning.
Adaptive Learning Technologies: Investigating how technology tools that personalize learning paths can be used to support different learning styles and paces in BPM education.
Case-Based Teaching: Analysing how real-life BPM case studies or simulations can be used to teach concepts and theories, highlighting both successes and challenges in implementation.

These examples should illustrate a novel or clever idea about BPM teaching approaches and focus on sharing what worked well and what did not, so others can benefit from those experiences.

Papers of this type will be assessed based on:

Innovation and Originality: The degree to which the teaching approach or methodology is novel or demonstrates a creative solution to a common challenge in BPM education.
Practical Relevance: How well the insights shared are applicable to real-world teaching contexts, and the potential impact on improving BPM education in diverse settings.
Clarity and Detail: The depth of analysis and the clarity of the lessons learned, tips, and pitfalls shared. A well-structured paper that clearly outlines the methodology, challenges faced, and how they were overcome will be highly valued.
Evidence of Effectiveness: Concrete evidence, such as student feedback, assessment results, or comparative analysis, that demonstrates the impact of the teaching approach on learning outcomes.

4. Tools/Resources Contribution

Showcases of innovative BPM education tools, services, software, and applications, as well as resources like course structures, slides, videos, datasets, and benchmarks A link to the material and demo videos showing the use of the tool is highly encouraged for these types of submissions.

Submissions of this type will be evaluated based on:

Innovation and uniqueness: The originality and novelty of the tool, resource, or application in addressing BPM education challenges and enhancing learning experiences.
Quality of supporting materials: The clarity and usefulness of demo videos, documentation, or guides provided to help users understand and effectively apply the tool or resource.
Usability, accessibility, and potential impact: The ease with which instructors and students can integrate and use the tool or resource in a real educational setting, as well as its relevance and effectiveness in enhancing BPM teaching practices, fostering student engagement, and improving learning outcomes. The tool’s potential to be widely adopted or adapted in various BPM education contexts, including its scalability and flexibility.

5. Assignment Contribution

This category invites innovative BPM assignments that help educators assess and engage students in diverse BPM topics. Submissions can include alternative assessment methods, project-based evaluations, or creative ways to test understanding, promoting critical thinking, problem-solving, and practical BPM application. We encourage all submissions to include links to assignment templates, rubrics, and examples, as well as any supporting materials such as student feedback or reflection on the assignment’s effectiveness.

Submissions of this type will be evaluated based on:

Innovation and Creativity: The originality and uniqueness of the assignment in addressing BPM learning objectives, and the use of novel assessment methods to evaluate student understanding.
Alignment with BPM Learning Goals: How well the assignment aligns with BPM education goals, supporting key BPM concepts and helping students develop critical skills needed in the field.
Engagement and Challenge: The potential of the assignment to encourage student engagement, promote active learning, and challenge students to apply BPM concepts in real-world scenarios.
Clarity and Structure: The organization and clarity of the assignment, including well-defined instructions, assessment criteria, and expected learning outcomes.
Practicality and Applicability: The ease with which other educators can adopt or adapt the assignment in their own BPM courses, including considerations for different class sizes, teaching environments, and student skill levels.

6. Lightning Contribution

This category invites contributions exploring preliminary work, untested ideas, or opportunities for collaboration. Lightning Contributions are intended to spark discussion, seek feedback, or find collaborators, and will not include mature or fully developed work.

Submissions of this type will be evaluated based on:

Originality and Innovation: The novelty of the idea and its potential to open new avenues for BPM Education research or practice.
Potential for Collaboration: The opportunity the contribution offers for collaboration or joint research, and its ability to engage others in the BPM community.
Clarity and Focus: How clearly the idea is presented and the specific goals for feedback or collaboration are articulated.
Relevance: The alignment of the idea with current trends, challenges, or gaps in BPM education or practice.

Program Committee (tentative, to be confirmed)

Amy van Looy, Ghent University
Andrea Magalhaes, Dheka
Fernanda Baiao PUC-Rio
Flavia Santoro, Inteli
Francesca Zerbato, Eindhoven University of Technology
Ilia Maslov, KU Leuven
Iris Beerepoot, Utrecht University
Jan Martijn van der Werf, Utrecht University
Jorge Munoz-Gama, Pontificia Universidad Católica de Chile
Koen Smit, Utrecht University of Applied Sciences
Lucineia Heloisa Thom, Federal University of Rio Grande do Sul
Mahendra Er, Institut Teknologi Sepuluh Nopember, Indonesia
Manual Seneviratne, University of Moratuwa, Sri Lanka
Marcelo Fantinato, University of São Paulo
Marleen Voss, University of Muenster, Germany
Marta Podobińska-Staniec, AGH University of Science and Technology
Marzena Grzesiak, Gdansk University of Technology
Matthijs Berkhout, Utrecht University of Applied Sciences
Michael Leyer, University of Rostock, Germany
Niels Martin, Hasselt University
Oktay Turetken, Eindhoven University of Technology
Patrick Delfmann, Koblenz University
Prasanna Illankoon, University of Moratuwa, Sri Lanka
Rehan Syed, Queensland University of Technology
Saimir Bala, Humboldt-Universität zu Berlin
Sareh Sadeghianasl, Queensland University of Technology
Shahrzad Roohy Gohar, University of Queensland
Silvia Inês Dallavalle de Pádua, University of São Paulo
Thomas Grisold, University of St. Gallen
Tijs Slaats, University of Copenhagen