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This study investigated how behavioral and emotional forms of engagement are associated with faculty support and student-faculty interactions among engineering students.

Quantitative research methods were used to analyze survey data from 781 undergraduates in seven large undergraduate engineering courses. Linear hierarchical regression models were used to evaluate the relationships between demographics (gender, race/ethnicity, family education, US status and transfer status) and student engagement and between faculty behaviors and engagement.

Faculty support was consistently, significantly and positively linked to all forms of student engagement, while student-faculty interactions were significantly and positively linked to effort and positive emotional engagement and negatively linked to attention and (an absence of) negative emotional engagement. Gender, race/ethnicity, international student status and transfer status significantly predicted at least one form of engagement.

Although this was a single institution study and cross-sectional, the findings suggest that faculty support and student-faculty interactions, while important for engagement, have different effects on different types of students. Faculty and teacher professional development efforts should raise awareness of these differences in order to enhance diversity and inclusion in engineering courses and curricula at all levels.

The analysis of behavioral and emotional forms of engagement represents more of a motivational lens on engagement in contrast to the traditional focus on time-on-task or time spent in fruitful educational practices, as is the norm with much of the engagement literature in higher education.

Despite ample research on the adoption of online banking, the post-adoption phase remains largely neglected. The purpose of this paper is to develop a new conceptual model to investigate drivers, attitudes and behaviours in the post-adoption phase of the e-postbox, a co-creative online banking feature.

Research from bank marketing, services marketing, information systems and relationship management informs the proposed post-adoption model. Empirical tests rely on structural equation modelling and a sample of 750 current customers of the e-postbox of a large German bank.

The proposed model provides a multifaceted view of the post-adoption phase, including task-related, organisation-related and interpersonal communication-related drivers. This study reveals the importance of integrating dual interpersonal communication as a post-adoption driver and a post-adoption behaviour. It also extends the technology acceptance model by applying it to the post-adoption phase. Significant effects of age further suggest that younger customers express the most favourable attitudes towards and highest intentions to continue using the e-postbox; interestingly, older customers use it more and share more word-of-mouth.

This paper develops a post-adoption model that highlights the importance of continued usage for successful co-creation between the bank and its customers.

Managers can encourage continued usage during the post-adoption phase of a co-creative, digitalised service, which determines the retention of current customers and opportunities to attain new customers.

This study defines and establishes constructs for the post-adoption phase and categorises them according to post-adoption drivers, attitudes and behaviours.