Search results

This study examined the impact of social influence theory on distance education technology (DET) usage. Delineation of university culture types conceptualized by Bergquist (the collegial culture, the managerial culture, the developmental culture, and the negotiating culture) were also examined in relation to technology usage. This study tested the proposed relationships in a survey of distance education technology usage at a major southeastern university, and findings support the influence of past experience with technology and social influence, and provide limited support for the influence of the culture types and individual factors on technology usage. This study encourages administrators to more closely examine their own academic cultures to identify appropriate actions to take before pursuing organizational changes like DET adoption, so that the resulting DET usage might more closely mirror the expected outcomes.

The paper seeks to describe the Catalan corporate e‐learning providers from the perspective of quality perception, quality assessment and quality control.

A literature review reveals key aspects of the definition of quality in e‐learning. The results of the review constitute the basis for exploratory research into the way quality is perceived and handled within the Catalan corporate e‐learning sector.

It was found that the organisations studied attribute major importance to quality dimensions related to any kind of teaching/learning, whereas other dimensions with clear relation to e‐learning receive lower priority. The study also reveals certain incoherence between the dimensions of quality and the applied strategies of quality assessment and control.

The presentation of pre‐defined quality indicators could have led to a distortion in the answers given to the questionnaire presented. It would be interesting to compare and contrast the findings using interviews addressed to quality managers and focus groups in organisations representative of the sector.

The paper integrates the discussion of theoretical approaches and models for quality in e‐learning with the description of important players in the field of e‐learning that had not yet been studied from the perspective of quality perception and quality control. It can be understood as an exploratory step towards further studies in order to contribute to an improvement in the quality policies applied in the corporate e‐learning sector.

The primary purpose of this research paper is to understand the role of national cultural dimensions on e‐learning practices in India. India is considered a major player in the world economy today. US multinationals are significantly increasing their presence in India and understanding cultural preferences will help global companies transition better.

This conceptual paper uses the national cultural dimensions of the global leadership and organizational behavior effectiveness project, which is identified as the most topical theoretical framework on culture. The national cultural scores are used to develop hypotheses for specific cultural dimensions. Examples from the literature are also used to strengthen the proposed hypotheses.

This research proposes that national cultural dimensions of power distance, uncertainty avoidance, in‐group collectivism, and future‐orientation influence e‐learning practices. This study distinguishes between synchronous and asynchronous methods of e‐learning and the role of culture on the same. Future research can definitely empirically test the hypotheses proposed.

This study provides strategic implications for multinationals with a guide sheet identifying the role of the various cultural dimensions on e‐learning. The suggested strategies can be implemented by multinationals in other countries with similar national cultural dimensions also.

This research also proposes a theoretical e‐learning model identifying the impact of national cultural dimensions on e‐learning practices. This research also provides practitioners a strategic implications model that could be implemented for e‐learning initiatives in multinationals.

This study examined the impact of cultural differences (individualism‐collectivism) on potential users' receptivity towards distance learning. Using a sample of 424 students enrolled in two northeastern universities, we addressed three research questions: Would an individual's culture affect his or her receptivity towards distance learning? Would an individual's culture affect his or her preference for particular distance learning media? Would an individual's culture affect his or her preference for distance learning in a particular course type? Findings reveal that an individual's culture affects his or her overall attitude towards distance learning. Specifically, we found that individualists' motives and communication patterns are in synch with distance learning as a medium of instruction or communication; whereas collectivists' motives and communication patterns shun any form of mediated instruction or communication as in distance learning. Implications and direction for future studies are discussed.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Seeks to examine the impact of national culture on the importance level students place on ten teaching techniques commonly used by US business instructors.

Undergraduate and MBA business students, including students born in the USA and students born in a foreign country, rated the techniques.

Ratings by students from cultures preferring techniques where the instructor provides high structure differ slightly from the ratings by students from cultures preferring techniques where the instructor provides lower structure.

The respondents are from one US university. Therefore, the results cannot be generalized.

The framework is useful in that it reminds instructors/trainers that, if a group of learners is from the same culture, a customized technique may be effective but, if the group is from diverse cultures, it reminds them that they may have to provide more structure to those students and trainees from cultures which learn best through directive techniques than to those which learn best through less directive techniques.

Some researchers have examined how culture influences learning‐style preference. However, much of the existing literature has been contributed by educational psychologists, whose major concern has been the academic performance of Blacks, Hispanics, and American Indians being lower than that of whites in the USA. This study addresses the impact of national culture on students’ teaching/learning technique preference.

Executive isolation, also known as workplace loneliness, its factors and impact are major issues for organizational development, future of work for leadership and learning culture. The purpose of this study is to examine the Executive isolation phenomenon where relationships between power distance, organizational culture and executive isolation of Chief Executive Officers (CEOs) are analysed on how it is considered by their teams. The same is contextualized through the inputs received through interviews conducted with CEOs and employee surveys.

The qualitative in-depth interviews of five CEOs, and survey across 34 of the 50 employees, were undertaken over the course of two phases of this study. The investigation focused on identifying executive isolation of CEOs and perspectives of employees that can impact the leadership and learning progress of organizations based on work culture, power distance and decision-making; awareness and experience of executive isolation; workplace friendliness and rejection; and management development initiatives to minimize the impact of executive isolation. Qualitative data analysis was conducted using MAXQDA 2022 (Verbi Software, Berlin, Germany), which is a qualitative data analysis software.

The findings highlight and expose the significant gap between understanding and analysing of the factors due to which the CEOs undergo executive isolation. It also extends to providing details related to the lack of awareness of the teams’ actions contributing to the CEOs’ isolation. It further highlights the fact that the difference of perspectives between the CEOs and teams leads to the organization slowing in its learning activities due to the leaders’ own challenges of executive isolation The findings also provide immense need of developing knowledge assets and management development initiatives for learning interventions, to help understand, analyse and mitigate executive isolation, in the interest of the organizational learning and development.

Earlier research work have contextualized the executive isolation impact on CEOs ability to be a leader. This study extends it to include the implications of leadership and learning culture on the teams that are affected by organization culture, power distance, decision-making and analysing the gap between the understandings about executive isolation of the CEOs. Eventually, it interprets how CEOs courting the executive isolation impacts the overall developmental culture of the organization. This will help in asserting the serious need of new learning frameworks needed to minimize the impact of CEO-level executive isolation.