Ramesh Venkataraman

Areas of Expertise

Data Modeling, Heterogeneous Databases, Virtual Teams and Groupware, Usability in Mobile Systems, Software Engineering, Database Design

Academic Degrees

• PhD, Business Administration, University of Arizona, 1995
• MS, Computer Science, University of Iowa, 1993
• BE, Computer Science, Birla Institute of Technology, 1987

Professional Experience

• Professor, Kelley School of Business, Indiana University, 2014 - present
• Associate Professor, Kelley School of Business, Indiana University, 2003–2014
• Assistant Professor, Kelley School of Business, Indiana University, 1997–2003
• Assistant Professor, Department of Information Systems, University of Maryland (UMBC), 1995–1997
• Instructor, Department of Information Systems, University of Maryland (UMBC), 1994–1995
• Software Engineer, Brilliant Tutorials, Bangalore, India, 1987–1988

Awards, Honors & Certificates

• ITIL v2 Manager''s Certificate, 2010
• IT Service Management Forum (itSMF) USA, Industry Knowledge Contribution Award, 2007
• SBC Fellowship 2004
• Innovative Teaching Award 2003–2004
• MSIS Teaching Excellence Award 2003
• MSIS Teaching Excellence Award 2002
• Indiana University Teaching Excellence Recognition Award (TERA) 2000
• CIS Club President’s Pick Award, 2000
• 1997 to 2003 Dean’s Teaching Citations (7)
• Best Paper Nomination. 1995 Hawaii International Conference on Systems Sciences (HICSS-28)
• Selected for the 1993 Doctoral Student Consortium of the Decision Sciences Institute
• Summer Research (Dissertation) Support Fund, University of Arizona, 1992

Selected Publications

• Sengupta, A. and V. Ramesh (2011), “DocBase-Design, Implementation and Evaluation of a Document Database for XML,” Journal of Database Management, Vol. 22, No. 4, December, pp. 30-56.
• Hoffer, J., V. Ramesh, and H. Topi (2010), Modern Database Management (10th Edition), Pearson-Prentice Hall. 
• Glass, R. L., I. Vessey, and V. Ramesh (2009), "RESRES: The story behind the paper ‘Research in software engineering: An analysis of the literature,” Information & Software Technology, Vol. 51, pp. 68-70.

Abstract This article is a background report describing a comprehensive study of research in the three computing disciplines Computer Science, Software Engineering, and Information Systems. Findings relate to research topics, approaches, methods, reference disciplines, and levels of analysis. The article informally describes the process used and the research products produced.

• Conger, S., Ramesh Venkataraman, Alex Hernandez, and Jack Probst (2009), "Market Potential for ITSM Graduates: A Survey", Informations Systems Management, Vol. 26, No. 2, March, pp. 176-181.

Abstract IT Service management is an emerging discipline likely to enhance existing academic IT program offerings. One barrier to adoption of ITSM in IT academic programs is the uncertainty that students can get jobs as a result of such education and knowledge. To overcome this barrier, a survey of the membership of the U.S. IT Service Management Forum, a practitioner organization, was conducted. The results of this survey show that there is a market of at least 15,000 hires per year in the U.S. for undergraduate and graduate students who have ITSM skills, and that companies are willing to hire ITSM-trained graduates.

• Sengupta, A and V. Ramesh (2009), "Designing Document SQL (DSQL)- an Accessible Yet Comprehensive Ad-hoc Querying Frontend for XQuery," Journal of Database Management, Vol. 20, No. 4, October, pp. 26-53. 

Abstract This article presents DSQL, a conservative extension of SQL, as an ad-hoc query language for XML. The development of DSQL follows the theoretical foundations of first order logic, and uses common query semantics already accepted for SQL. DSQL represents a core subset of XQuery that lends well to optimization techniques, while at the same time allows easy integration into current databases and applications that useSQL. The intent of DSQL is not to replace XQuery, the current W3C recommended XML query language, but to serve as an ad-hoc querying frontend to XQuery. Further, the authors present proofs for important query language properties such as complexity and closure. An empirical study comparing DSQL and XQuery for the purpose of ad-hoc querying demonstrates that users perform better with DSQL for both flat and tree structures, in terms of both accuracy and efficiency.

• Khatri, Vijay, Iris Vessey, Sudha Ram, and V. Ramesh (2006), “Cognitive Fit between Conceptual Models and Internal Problem Representations: The Case of Geospatio-Temporal Conceptual Schema Comprehension,” IEEE Transactions on Professional Communication, Vol. 49, No. 2, June, pp. 109-127.

Abstract Geospatio-temporal conceptual models provide a mechanism to explicitly represent geospatial and temporal aspects of applications. Such models, which focus on both "what" and "when/where," need to be more expressive than conventional conceptual models (e.g., the ER model), which primarily focus on "what" is important for a given application. In this study, we view conceptual schema comprehension of geospatio-temporal data semantics in terms of matching the external problem representation (that is, the conceptual schema) to the problem-solving task (that is, syntactic and semantic comprehension tasks), an argument based on the theory of cognitive fit. Our theory suggests that an external problem representation that matches the problem solver''s internal task representation will enhance performance, for example, in comprehending such schemas. To assess performance on geospatio-temporal schema comprehension tasks, we conducted a laboratory experiment using two semantically identical conceptual schemas, one of which mapped closely to the internal task representation while the other did not. As expected, we found that the geospatio-temporal conceptual schema that corresponded to the internal representation of the task enhanced the accuracy of schema comprehension; comprehension time was equivalent for both. Cognitive fit between the internal representation of the task and conceptual schemas with geospatio-temporal annotations was, therefore, manifested in accuracy of schema comprehension and not in time for problem solution. Our findings suggest that the annotated schemas facilitate understanding of data semantics represented on the schema.

• Venkatesh, V. and R. Venkataraman (2006), “Web and Wireless Site Usability: Understanding Differences andModeling Use,” MIS Quarterly, Vol. 30, No. 1, pp. 181-206.

Abstract Recent research has presented a conceptualization, metric, and instrument based on Microsoft Usability Guidelines (MUG; see Agarwal and Venkatesh 2002). In this paper, we use MUG to further our understanding of web and wireless site use. We conducted two empirical studies among over 1,000 participants. In study 1, conducted in both the United States and Finland, we establish the generalizability of the MUG conceptualization, metric, and associated instrument from the United States to Finland. In study 2, which involved longitudinal data collection in Finland, we delved into an examination of differences in factors important in determining web versus wireless site usability. Also, in study 2, based on a follow-up survey about site use conducted 3 months after the initial survey, we found support for a model of site use that employs the MUG categories and subcategories as predictors. The MUG-based model outperformed the widely employed technology acceptance model both in terms of richness and variance explained (about 70 percent compared to 50 percent).

• Massey, Anne, V. Ramesh, and Vijay Khatri (2006), “Design, Development and Assessment of Mobile Applications: The Case for Problem-Based Learning,” IEEE Transactions on Education, Vol. 49, No. 2, May, pp. 183-192.

Abstract This paper describes efforts to develop a pedagogical environment that seeks to influence the learning experiences of students as mobile applications end users, developers, and decision makers. Specifically, via a collaborative effort involving industry sponsors, university technology services, and multiple academic units engaged in information technology education, a graduate-level course called Mobile Applications Development (MAD) was created. The core innovativeness of MAD lies in its delivery structure as a problem-based learning course-centered on emerging technologies like mobile technology-that brings together students with diverse backgrounds from different academic units across the campus. MAD culminates in an industry-sponsored competition, where student teams present their mobile solution to a panel of expert judges from industry and higher education. Via MAD and the associated competitions, students, faculty, and institutional partners can explore the opportunities and challenges associated with mobile technologies. This paper discusses how problem-based learning principles guided the design and implementation of MAD. A multiperspective assessment of the success of MAD is offered. Finally, key lessons learned and guidance to assist other educators are also offered.