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Background: Digital transformation is by itself a fragmented area, due to different perspectives encountered in the literature. The research problem addressed in this paper is a general lack of consent on the content of digital transformation and the lack of a comprehensive framework for implementing digital transformation initiatives. Purpose: The aim of this paper is to identify distinct key activities of digital transformation through a systematic literature review, and in doing so contribute to defining the scope of digital transformation and the structure of digital transformation as a process. Study design/methodology/approach: This research was conducted by means of a systematic literature review, with the aim to ascertain the general structure of the digital transformation process through identification of its key activities. Finding/conclusions: A total of 19 items were identified as activities of digital transformation, which were subsequently distributed among the 6 distinct stages of the digital transformation process, in an effort to advance the understanding of the notion and the scope of digital transformation through clarification of its content. Limitations/future research: The results of this research should be instrumental for the future research aimed towards developing generic, universal guidelines for companies seeking to embark on digital business transformation journeys.

Owing to its high promises for improving learning support, teaching, and learning outcomes in higher education, learning analytics has captured much interest from both academics and practitioners over the last several years. Considering that it is rooted in several disciplines, researchers and practitioners have approached learning analytics from a range of perspectives. Although many studies concerning learning analytics have highlighted its great potential for improving learning practice, there is little evidence of successful transfer of the suggested potential into the practice of higher education happening. This clearly indicates a need for rethinking many aspects of learning analytics usage: first, the goals that can be achieved, but also the actions necessary to attain these goals. The aim of the descriptive research presented in this paper is to provide an updated and realistic view of the state of the art in learning analytics, its potential benefits, and tangible challenges that need to be overcome for a successful application of learning analytics as educational technology.

This paper presents the results of a research which involved analysis of spreadsheets collected from 40 Serbian SMEs. Based on related research, the collected spreadsheets were analysed for presence of errors and assessed in terms of quality criteria, defined in line with the literature review. The final results are consistent with related research and point to various aspects of spreadsheet use that should be improved by the respondents for the purpose of reducing risk associated with development and use of spreadsheets.

Development and proliferation of graphical user interface and interactive software environments significantly contributed to the already present trend of end-user application development, which enables endusers who are not IT professionals to build applications and adjust software products to their needs up to a certain extent. According to some estimates, one third of business data generated in 2014 originated from applications developed by end-users. This paper examines the reasons that stimulate end-user application development, lists its potential benefits and introduces a delineation between specific categories of end-users.

Motivated both by reports on devastating financial and reputation-related consequences of spreadsheet errors and the results of previous studies suggesting a significant lack of users' awareness of spreadsheet risks, this paper provides insight into factors that influence users' perception of risks associated with creating and using spreadsheets. The survey was conducted on a sample of 161 spreadsheet users, whose attitudes were analyzed in accordance with 17 attributes. Statistically significant differences were detected among groups with different levels of self-estimated proficiency in spreadsheets, groups of users that spend different amount of time working with spreadsheets during a typical workday, groups of users who attribute greater subjective significance to spreadsheets in the tasks they perform, as well as groups of users from different management levels. Results of the statistical analysis also suggest that the perception of risks associated with spreadsheets is influenced by existence of standards and rules for spreadsheet development and uses within an organization. Results of the research presented in this paper, which point to an alarmingly low rate of use of spreadsheet features useful for risk mitigation, as well as to a prevalent lack of standards and rules for development and use of spreadsheets among the surveyed organizations, may stimulate managers to introduce such initiatives. [ABSTRACT FROM AUTHOR]