C. Stephanidis and M. Antona (Eds.): UAHCI/HCII 2014, Part II, LNCS 8514, pp. 431–442, 2014. © Springer International Publishing Switzerland 2014 Transfer of Learnings between Disciplines: What S-BPM Facilitators Could Ask Progressive Educators (and might not dare to do) Chris Stary University of Linz Department of Business Information Systems –Communications Engineering Knowledge Management Competence Center Altenbergerstraße 69, 4040 Linz, Austria Christian.Stary@JKU.AT Abstract. Subject-oriented Business Process Management (S-BPM) is a novel paradigm in Business Process Management (BPM). Educating students and business stakeholders in S-BPM requires facilitating a substantial mind shift from function- towards communication-oriented (re-)construction of processes. Reformist pedagogy, as driven by Maria Montessori, allows learners grasping and applying novel concepts in self-contained settings and in an individualistic while reflected way. So why not learn from her experiences for introducing S-BPM? In this contribution her analysis of human cultural factors enabling li- teracy has been transcribed to S-BPM education. When informing S-BPM capacity development according to progressive education, understanding the ac- tual situation and readiness of learners seems to play a crucial role, as it influ- ences their engagement in learning environments. These factors need to be differentiated when conveying S-BPM concepts and activities. Keywords: Subject-oriented Business Process Management, learning, literacy, progressive education, prepared environment, BPM capacity building. 1 Introduction Besides structural deficiencies in curricula development relevant to Business Process Management (BPM) [16], the demand for informed education in this field is steadily increasing. The latter could be demonstrated with the advent and use of complex modeling languages, such as BPMN [12], and paradigm shifts, such as Subject- oriented BPM (S-BPM) [5]. Recent studies analyzing BPM education programs, such as by Bandara et al. [1], tend focusing on content and domain structures rather than learning issues. Besides these core elements essential for understanding BPM, the quality of education should become focus of investigations [14]. It might also influ- ence the acceptance of dedicated learning communities, such as established by Schmidt et al. for S-BPM [15], by facilitating access to the capabilities of the novel paradigm.