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PurposeThis paper investigates the European Union's General Data Protection Regulation (GDPR) in information systems (ISs). The GDPR consists of 99 articles, and two articles are emphasised – namely Article 15, which deals with rights of access by the data subject, and Article 20, which deals with the right to data portability.Design/methodology/approach15 companies operating in the Norwegian consumer market were randomly selected. Each company received an inquiry pertaining to rights of access by the data subject (Article 15) and the right to data portability (Article 20). The research team carefully analysed the answers received and categorised the responses according to the two articles emphasised.FindingsThe findings show extensive variations among the companies in terms of response time, quality of feedback and how companies handle requests concerning rights of access by the data subject (Article 15) and the right to data portability (Article 20). Differences are also pertaining to the types of files, along with the content of these files. It should be noted, however, that most of the companies replied to the inquiry before the deadline. The findings show that companies comply better with Article 20 than Article 15. However, it appears that they do not differentiate between the two articles.Originality/valueThis study explores a research topic that is relatively new. It addresses a gap in the extant research by highlighting how the GDPR works in practice from a consumer's perspective. In addition, guidelines are offered to the consumers and companies affected by the GDPR.

Executive SummaryModern Business Intelligence (BI) is about the process of turning data into actionable information, using an assortment of tools, techniques, and applications. Although BI, or its predecessor Decision Support Systems (DSS), has been applied in the industry for about half a century, it has only recently been taught in business schools. In the report "State of Business Intelligence in Academia 2010" Wixom and Ariyachandra found that the discipline faces many challenges in its way from practice to academia. For the lecturer, challenges include access to data sets and finding suitable cases, as well as providing realistic and meaningful examples. For the students, on the other hand, the problem is that BI is ripe with concepts and acronyms and appears too theoretical and abstract.In this study we report from an introductory Bachelor course in Business Intelligence and reflect on the learning process. Our focus is how to make Business Intelligence education more fun and motivating for the students, while at the same time providing the BI lecturer with some examples from real life. We conducted a small action research study in a university college with a class of third year e-business students. Drawing on principles from Problem-Based Learning and PuzzleBased Learning, we employed a framework of real life puzzles. Each puzzle consists of real life problems, real life data, and real life solutions.Our main contribution is that the real life puzzle approach is a powerful method to teach Business Intelligence concepts and processes. We argue that the similarities between the BI process and the puzzle solving process prepare the students for Business Intelligence learning, in an indirect way. Through the gradual realization on how these puzzles work, the students are able to connect the logical structures of puzzles with the rational way of BI queries. This prepares the students for Business Intelligence learning, and also for practice in working life. This insight should be of interest to any lecturer of BI.

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