Fully-Homomorphic Encryption (FHE) offers powerful capabilities by enabling secure offloading of both storage and computation, and recent innovations in schemes and implementations have made it all the more attractive. At the same time, FHE is notoriously hard to use with a very constrained programming model, a very unusual performance profile, and many cryptographic constraints. Existing compilers for FHE either target simpler but less efficient FHE schemes or only support specific domains where they can rely on expert-provided high-level runtimes to hide complications.

In the last few decades, several value-modeling methods have emerged in requirements engineering for IS research. We compare two value-modeling methods, e3value and SEAM. We illustrate their use with an example of the exchange of the Intellectual Property Rights (IPR) on music. In the process, we propose a comparison framework. The results of our study show that e3value and SEAM are similar value-modeling techniques: both model services in networked systems and focus on value exchanges. They differ, however, in the way value is conceptualized: the market viability of the service system in e3value versus the subjective value and lack of market profitability analysis in SEAM. e3value shows how value flows from one actor to another, whereas SEAM shows the relative importance of different value propositions and how they are constructed by the service network. These results can be used by modelers to select a value-modeling method for their purposes by proposing explicit selection criteria. The comparison framework, which is in its early stages of development, can be used to compare other modeling methods.

We present a technique for eliciting requirements based on the use of a service canvas and the results of its application in the early phase of a customer relationship management integration project. The project was a collaboration between a research group and two industry partners. We describe (1) our service canvas, (2) how we designed a set of workshops to elicit the requirements, (3) the support tools used for running the workshops, and (4) the resulting canvas, listing the customer relationship management requirements, that was the basis for the project proposal. We explain how, as participant observers, we conducted the project and how we collected and analyzed the data. We describe what worked well and the lessons we learned. We outline some practical problems that remain unsolved.

In this Full Innovative Practice Paper, we present a teaching approach, based on service science, for integrating a business curriculum in the engineering educational program. Our approach is a composition of experiential learning, systems thinking, and service-oriented architecture. In the course, students have less content (e.g., a few heuristics to analyze a business environment) to master, but they apply it in different contexts (e.g., written case studies, presentations from live lectures, students' own projects). Our study shows that paced repetition of the same technique with different emotional connectedness to the subject under analysis enables students to practice the same skill without experiencing boredom of repetition, hence, they continue practicing. The service-oriented heuristics teach students how, with the help of a service canvas and an online tool, to analyze businesses and to recognize the role of IT in a business environment. Students demonstrate a higher propensity to master new knowledge when they embody their experience and feel cognitively closer to the studied materials. Further results show that the acquired service-oriented mindset helps students to reuse their learnings in other contexts.