In the age of globalisation and the dynamisation of markets, companies increasingly have to face new challenges. The use of BIS to minimise throughput times, reduce costs and optimise and coordinate resources has become essential for the successful survival of today's companies in both national and international competition. The resulting demand for knowledge of how BIS works has therefore grown steadily in recent years. The demand for graduates with knowledge of enterprise resource planning (ERP) systems, for example, is particularly high today [WS99], [Pe05], [WLF10]. However, knowledge in the area of Business Intelligence (BI) systems has also been taught in various courses at universities for some time in order to meet a strong demand [FL08], [Le06].

Due to this ever-increasing need to impart knowledge about the use of BIS in tertiary education, today's teaching and learning environments need to be reorganised in terms of structure and content. As practical knowledge in dealing with such systems is increasingly in demand on the labour market, it is the task of educational institutions to confront students with these systems at an early stage and to support them in this area in order to guarantee a qualified education.

In the research area "BIS in Teaching", the Department of Information Systems I / VLBA deals with technology-supported teaching and learning environments for competence development in the domain of BIS. For example, existing approaches in theory and practice are evaluated and assessed in order to determine the exact requirements for future systems. Adaptivity in particular can play an important role in this context. As students usually come from different degree programmes such as Business Administration, Economics, Computing Science or Business Informatics, it is essential to do justice to these heterogeneous levels of knowledge within different groups and also to the learning needs of the individual.

Adaptive learning environments are one of the more modern approaches to e-learning. The primary aim is to reconstruct the learning behaviour of training participants or groups of training participants from actual data from a business process platform used as part of a training course in order to use this progress and context information to positively influence the learning curve during the learning process.

• [WS99] Watson, E.E.; Schneider, H.: Using ERP Systems in Education. In: Communications of the Association for Information Systems (AIS) 1(2), 1999, pp. 1-47.

• [Pe05] Peslak, A.: A Twelve-Step, Multiple Course Approach to Teaching Enterprise Resource Planning. In: Journal of Information Systems Education 16(2), 2005, pp. 147-155.

• [WLF10] Winkelmann, A.; Leyh, C.; Frick, N.: ERP-Systems in der Lehre - ein vergleichendes, hochschulübergreifendes Seminar mit mittelgroßen ERP-Systemen. In: Schumann, M., Kolbe, L.M., Breitner, M.H., Frerichs, A. (Eds.): Proceedings of the MKWI 2010. Göttingen: Universitätsverlag, 2010, pp. 1625-1636.

• [FL08] Freyburger, K.; Lehmann, P.: Herausforderungen bei der Wirtschaftsinformatik- Ausbildung mit Standardsoftware am Beispiel von mySAP Business Intelligence. In: Bichler, M., Hess, T., Krcmar, H., Lechner, U., Matthes, F., Picot, A. (Eds.): Proceedings Multikonferenz Wirtschaftsinformatik (MKWI) 2008, Berlin, pp. 1927-1935.

• [Le06] Leger, P.-M.: Using a Simulation Game Approach to Teach Enterprise Resource Planning Concepts. In: Journal of Information Systems Education 17(4), 2006, pp. 441-447.