Kaveh Abhari Image

Kaveh Abhari, Ph.D.

Educator, Researcher, Entreprenur

I’m committed to making education, innovation, and entrepreneurship accessible for all including underserved and disadvantaged communities. To this end, I’m researching and developing social technologies to enable large scale, systemic and sustainable social changes.

I have an interdisciplinary Ph.D. in Communication & Information Sciences with backgrounds in Education Research, Business Development, and Electrical Engineering.

teaching

I teach core MIS courses such as Information Systems Analysis . I’ve also developed and taught undergraduate and graduate classes in business intelligence, data analytics, and business applications and enterprise systems.

current/upcoming classes

Fowler College of Business | SDSU

MIS 306: Information Systems Analysis | Fall 2016

past classes and student feedback

Shidler College of Business | UHM

ITM660:   Introduction to Business Intelligence| Spring 2016 {student feedbasck}

ITM387K: Introduction to Business Intelligence | Fall 2016 {student feedback}

ITM660:   Business Intelligence and Data Analytics for MBA | Summer 2016 {student feedback}

ITM354:   Databases and Data Warehouses| Summer 2016 {student feedback}

ITM387K: Introduction to Business Intelligence | Spring 2016 {student feedback}

ITM387H: Enterprise Systems & Business Applications | Fall 2015 {student feedback}

ITM660:    Business Intelligence and Analytics for MBA | Summer 2015 {student feedback}

BUS311:   Information Systems for Global Business Environment | Spring 2015 {student feedback}

my teaching philosophy

My teaching philosophy rests on several pedagogical principles. First, I believe ‘learning how to learn’ is more important than learning only what is currently known – for example, knowing how to develop analytical skills is more important than knowing a certain tool. Second, in-depth learning is facilitated by maintaining connections between different concepts, ideas, people, and real-world applications. Thus, finding and elaborating these connections is essential for meaningful learning. Third, knowledge rests in diversity of opinions, cannot be taken for granted, and is acquired in authentic and diverse environments. Fourth, students need experiential learning opportunities beyond the classroom boundaries to learn effectively in today’s networked society. And lastly, student engagement in learning is central to today’s education, and teachers’ main responsibility is to help learners effectively choose what, how, where, when, and from whom to learn.

Instructional Method

Education must produce action, rather than linger in the mind and lead to indecisiveness. I believe meaningful learning happens when students develop skills in exploring, experimenting, evaluating, and addressing real-world problems. As a pragmatist, rather than passing down organized bodies of knowledge to my students, I help them apply their knowledge to real situations through experimental inquiry. I encourage students to use the power of inquiry to determine consequences and reflect on the possible solutions. I also bring academic disciplines together to focus on critical thinking in an interdisciplinary way. To enrich this learning experience, I value students’ critical reflection in my class and I treat the class as a community of inquiry. I promote critical thinking by having students make collective decisions in light of consequences. My firsthand knowledge of inclusive education also helps me in broadening participation of marginalized students.

Lesson Plan

My lesson plans are designed to bring contextually relevant cases to the learning experience. Through such applied learning experience and using different software packages, my students gain a deeper understanding as well as practical skills to address real problems, especially local business cases. My lesson plans for both general business and IS technical courses require students use theories, vocabularies, or models to describe the components within the case, then to formulate different technical or analytical solutions to address the problems and finally evaluate and discuss different scenarios in the class. Social responsibility and ethics are inherent in of all my lesson plans. My students’ successful job placements based on what they learned in my class demonstrate how well this approach prepares them for promising careers.

Evaluation

I hold high academic standards but help students meet those standards by making expectations clear, acknowledging their efforts, providing extensive feedback while being accessible to meet for guidance. I minimize use of conventional test, quizzes, and exams, as I believe evaluation is for improving the learning process and supporting students not judging them. Unlike traditional evaluation, I embedded evaluations in the hands-on learning activities and give the students multiple chances to improve and resubmit the results of their work. I spend the time needed to help low-performing students to satisfy requirements. Student course evaluations illustrate their response to and appreciation of my efforts to make evaluation a learning process.

Personal Development

My overarching teaching goal is to develop students’ capacities, competencies, and confidence to take responsible action for personal and professional success. I pay attention to my students’ individual development by understanding their goals, diverse backgrounds, unique situations, and competencies. I invest time to reach students who lack interest or self-confidence as well as those who come to class eager to learn. As a result, my students view me as a mentor who they can trust and share their dreams and difficulties with. This healthy rapport with students has led to open communication and lasting relationships.

research

innovation networks

I’m studying collaborative innovation networks such as social product development (SPD) communities and social innovation teams. My research focuses on actor co-innovation behavior and its potential drivers related to co-innovation system attributes. My works have covered the key research and design questions such as how SPD network can be modeled, how co-innovation behavior can be operationalized, what motivational, risk and experiential factors affect co-innovation behavior, and what role platform affordances play in driving co-innovation outcomes.

experience networks

I’m conducting research on customer experience and experience intelligence in online environments including customer virtual networks. I’m interested in the modeling and managing customer experience at the strategic, operational and individual levels. For example, I studied the design and performance of customer systems such as customer relationship management and customer experience management and their relationships with other strategic systems such as employee experience management, innovation management, and marketing intelligence. My current project is the development of an audit program for social expereince marketing.

learning networks

I’m exploring how ‘connectivism’ can be implemented to improve self-directed learning in knowldge networks. I’ve studied concepts such as connectivity, autonomy, diversity, resource governance, and openness in social and professional networks, and developed social learning platforms to implement and test these concepts. My current federally-funded research grant is the development, implementation, and evaluation of a learning platform for diverse learners in Hawaii. STEMD2 Learning Platform is a collaborative learning network aims at broadening participation of diverse learners in STEM programs.

entrepreneurial networks

I’m investigating a new form of collaborative entrepreneurship inspired or directed by ‘wisdom’ of the crowd. I’m interested in practical, innovative and sustainable approaches to benefit society, in particular, marginalized youths and underserved communities. I’m studying new technologies that can support the development of intelligent entrepreneurial systems (e.g. AI applications for entrepreneurial innovation). I believe socially-enabled entrepreneurial systems can redefine social innovation. Currently, I’m working with BizGym Foundation to make entrepreneurship-based learning accessible to all students.

publications & presentations

recent refereed publications

Abhari, K., Davidson, E., & Xiao, B. (2017). Co-innovation Experience in Social Product Development Networks: Construct Development and Measurement Validation. The 23rd Americas Conference on Information Systems, Boston.

Abhari, K., Davidson, E., & Xiao, B. (2017). Co-Innovation Platform Affordances: Developing a Conceptual Model and Measurement Instrument. Industrial Management & Data Systems. 117 (5), pp. 873-895.

Abhari, K., Xiao, B., & Davidson, E. (2017). Actor Communication in Co-innovation Network: The Role of Social Affordances, Experience and Desire to Learning. In Nah, F., & Tan, C. (Eds.) HCI in Business, Government, and Organizations. Supporting Business. Springer. Vancouver.

Abhari, K. A (2017). Connectivist Approach to Meeting the Needs of Diverse Learners: The Role of Social Technologies. The Teaching Colleges and Community Worldwide Conference. Honolulu.

Abhari, K., Davidson, E., & Xiao, B. (2017). Measuring the Perceived Risk of Collaborative Innovation Networks. The 50th Hawaii International Conferences on System Sciences, Hawaii.

Smidt, H., Thornton, M., & Abhari, K. (2017). The Future of Social Learning: A Novel Approach to Connectivism. The 50th Hawaii International Conferences on System Sciences, Hawaii.

Abhari, K., & Davidson, E., (2016). Media Co-creation in Creative Industries. In Lugmayr, A., Stojmenova, E., Stanoevska, K., & Wellington, R. (Eds.) Information Systems and Management in eMedia and Creative Industries. Springer-Verlag.

Abhari, K., Davidson, E., & Xiao, B. (2016). Taking Open Innovation to the Next Level: A Conceptual Model of Social Product Development (SPD). The 22nd Americas Conference on Information Systems, San Diego.

Abhari, K., Davidson, E., & Xiao, B. (2016). Measuring the Perceived Functional Affordances of Collaborative Innovation Networks in Social Product Development. The 49th Hawaii International Conferences on System Sciences, Kauai.

Abhari, K., Roberts, K., Young, R., & Toyofuku, J. (2016). Connectivism in Inclusive STEM Education. The 32nd Pacific Rim International Conference on Disabilities and Diversity, Honolulu.

Stodden, R.A., Abhari, K, & Kong, E. (2015). Secondary School Preparation & Transition of Youth with Disabilities. In Tankersley, M., Cook, B., & Landrum, T. In Cook B., Tankersley M., & Landrum T. (Eds.) Advances in Learning and Behavioral Disabilities. 28 (1). Council for Exceptional Children. Emerald.

upcoming and recent talks

Abhari, K., & Sue, S. (forthcoming). Symposium: BIZGENICS – Toward Intelligent Youth Entrepreneurial Systems. The 51st Hawaii International Conferences on System Sciences, Hawaii.

Abhari, K., & Sue, S. (forthcoming). Talk: The Future of Competency-based Assessment. Schools of the Future Conference, Honolulu. The 50th Hawaii International Conferences on System Sciences, Hawaii.

Abhari, K., Toyofuku, J., Smidt, H. & Gao, K. (forthcoming). Operationalizing Connectivism for Inclusive Education. The 33rd Pacific Rim International Conference on Disabilities and Diversity, Honolulu.

Abhari, K., & Smidt, H. (forthcoming). Talk: The Future of Social Learning: A Connectivist Approach to Using Social Technologies for Inclusive and Socially Responsible Education. TERO, the 23rd Americas Conference on Information Systems, Boston.

Abhari, K. A (2017). Connectivist Approach to Meeting the Needs of Diverse Learners: The Role of Social Technologies. The Teaching Colleges and Community Worldwide Conference. Honolulu.

Abhari, K., Young, R., Toyofuku, J., Smidt, H., & Chu, T. (2016). Socio-culturally Responsive STEM Curriculum Development. The 32nd Pacific Rim International Conference on Disabilities and Diversity, Honolulu.

Abhari, K., McCann, K., Roberts, K., Young, R. & Toyofuku J. (2016). Taking a Connectivist Approach to Inclusive STEM Education. The 32nd Pacific Rim International Conference on Disabilities and Diversity, Honolulu.

Abhari, K., Roberts, K., Young, R., & Toyofuku, J. (2016). Connectivism in Inclusive STEM Education. The 32nd Pacific Rim International Conference on Disabilities and Diversity, Honolulu.

services

I’m a ‘digital transformation’ coach. My team and I help organizations choose, implement, and evaluate technology-enabled solutions to better serve people and planet. I provide services through two channels: 

STEMD2 R&D Group provides educational services. We innovate, test, and disseminate research-based practices to support STEM education in diverse populations. Our service portfolio includes the design, implementation, and evaluation of inclusive pedagogies, curricula, professional development and learning technologies.

Kanalytix provides business consulting services. We help organizations navigate their digital transformation journey by identifying their needs, evaluating existing systems, and constructing data-driven processes. Our service portfolio includes the design, deployment, and maintenance of business intelligence systems and solutions, collaborative innovation systems, and knowledge management systems.