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1 – 10 of 992Deborah Richards, Salma Banu Nazeer Khan, Paul Formosa and Sarah Bankins
To protect information and communication technology (ICT) infrastructure and resources against poor cyber hygiene behaviours, organisations commonly require internal users to…
Abstract
Purpose
To protect information and communication technology (ICT) infrastructure and resources against poor cyber hygiene behaviours, organisations commonly require internal users to confirm they will abide by an ICT Code of Conduct. Before commencing enrolment, university students sign ICT policies, however, individuals can ignore or act contrary to these policies. This study aims to evaluate whether students can apply ICT Codes of Conduct and explores viable approaches for ensuring that students understand how to act ethically and in accordance with such codes.
Design/methodology/approach
The authors designed a between-subjects experiment involving 260 students’ responses to five scenario-pairs that involve breach/non-breach of a university’s ICT policy following a priming intervention to heighten awareness of ICT policy or relevant ethical principles, with a control group receiving no priming.
Findings
This study found a significant difference in students’ responses to the breach versus non-breach cases, indicating their ability to apply the ICT Code of Conduct. Qualitative comments revealed the priming materials influenced their reasoning.
Research limitations/implications
The authors’ priming interventions were inadequate for improving breach recognition compared to the control group. More nuanced and targeted priming interventions are suggested for future studies.
Practical implications
Appropriate application of ICT Code of Conduct can be measured by collecting student/employee responses to breach/non-breach scenario pairs based on the Code and embedded with ethical principles.
Social implications
Shared awareness and protection of ICT resources.
Originality/value
Compliance with ICT Codes of Conduct by students is under-investigated. This study shows that code-based scenarios can measure understanding and suggest that targeted priming might offer a non-resource intensive training approach.
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Barbara Orser, Allan Riding and Yanhong Li
Drawing on social feminist theory, this paper aims to close gaps between knowledge about gender-related barriers to information, communication and technology (ICT) adoption and…
Abstract
Purpose
Drawing on social feminist theory, this paper aims to close gaps between knowledge about gender-related barriers to information, communication and technology (ICT) adoption and the provision of entrepreneurship education and training (EET) programs.
Design/methodology/approach
Empirical findings are drawn from 21 semi-structured interviews (22 informants) possessing differing training expertise regarding digital technology among women entrepreneurs. An open-coding technique was adopted where descriptive codes were first assigned to meaningful statements. Interpretive and pattern codes were then assigned to indicate common themes and patterns, which were reduced to higher-order categories to inform the research questions.
Findings
The findings specify and validate further gender influences in the digital economy. Digital skills are identified, and strategies to close gender barriers to ICT adoption with EET are described. The findings are discussed in reference to a large-scale, Canadian ICT adoption program.
Research limitations/implications
Perceptual data may be idiosyncratic to the sample. The work did not control for type of technology. Gender influences may differ by type of technology.
Practical implications
Findings can be used to construct gender-inclusive ICT supports and inform ICT adoption policies. This includes program eligibility and evaluation criteria to measure the socio-economic impacts.
Originality/value
The study is among the first to examine the intersection between knowledge about gender-related barriers to ICT adoption and EET. The findings can be adopted to ICT support programs targeted at small business owners and entrepreneurs.
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Farooq Mubarak, Reima Suomi and Satu-Päivi Kantola
This study aims to statistically verify the links of income and education with information and communication technology (ICT) diffusion across 191 countries of the world taking…
Abstract
Purpose
This study aims to statistically verify the links of income and education with information and communication technology (ICT) diffusion across 191 countries of the world taking into account a total of 9 indicators best representing the socio-economic variables.
Design/methodology/approach
Multivariate regression analysis was used as a prime method to rigorously test the relationships of income and education with ICT diffusion across 191 countries. Statistical Package for the Social Sciences (V. 22) was used to analyze and predict patterns in the data.
Findings
The results support the hypotheses that income and education are positively related to ICT diffusion. The findings statistically confirm that poverty is a leading cause of digital divide worldwide.
Research limitations/implications
Academic, policy and practice groups should work in collaboration to fight against digital divide. Present results also imply that digital divide shall never end but rather it can be controlled to an extent with multiple collaborative efforts.
Originality/value
Prior research assignments on the digital divide concentrate on exploring the links between few socio-economic and ICT variables in select few regions theoretically. The present work addresses this literature gap by developing and testing two hypotheses to statistically investigate the relationships between a broad set of socio-economic and ICT indicators.
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Kessington Okundaye, Susan K. Fan and Rocky J. Dwyer
The purpose of this (qualitative, multiple-case) study is to determine how small-to medium-sized enterprise (SME) leaders in Nigeria use information and communication technology…
Abstract
Purpose
The purpose of this (qualitative, multiple-case) study is to determine how small-to medium-sized enterprise (SME) leaders in Nigeria use information and communication technology (ICT) adoption as a business strategy to increase profitability and compete globally.
Design/methodology/approach
The participants for this study consisted of executive-level SME leaders who had the authority to approve ICT implementation within their respective organizations. Individual interviews were undertaken with participants to gain an understanding of their experience of determining the merits of and implementing ICT. The technology acceptance model, which specifies the relationship between perceived usefulness, perceived ease of use, attitude toward computer use and intention to use technology, was applied as a framework to explain the Nigerian SME’s ICT adoption strategies.
Findings
Four major themes emerged from the data analysis: ICT adoption factors, ICT roles and benefits, role of government and SME success factors. The findings of this study may help SME leaders and government leaders address many of the factors inhibiting the adoption of ICT in SMEs in Nigeria.
Practical implications
This study may ensure that SMEs are successful and able to create jobs, which in turn may help to promote socioeconomic development through adoption of ICT.
Originality/value
The findings from this study contribute to the knowledge base regarding factors that affect ICT adoption by SME leaders as a business strategy to increase profitability and compete globally, particularly within SMEs in Lagos, Nigeria. It further addressed the gap in existing literature regarding other factors such as the influence of culture on ICT adoption, cost of ICT implementation, available ICT skills, infrastructure and ICT knowledge gap as the primary impeding factors of ICT adoption in Nigerian SMEs.
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Presently the whole world has been experiencing a pandemic threat of coronavirus diesease 2019 (COVID-19) and at the same time facing unprecedented changes in everything including…
Abstract
Purpose
Presently the whole world has been experiencing a pandemic threat of coronavirus diesease 2019 (COVID-19) and at the same time facing unprecedented changes in everything including education. E-learning has evolved as the only alternative of knowledge transmission even in third world nations, and e-assessment has been playing an increasingly important role in this digital transformation of education. But how far and of what depth it has made its place among students' minds need to be studied to leverage its full potential to transform students' learning needs. This study reports an investigation made in this direction.
Design/methodology/approach
An online survey consisting of 40 questions in Google Forms was conducted to collect primary data on students' perception of e-assessment among 200 Indian students pursuing higher education from several geographical locations. The quantitative methodological approach was followed. The data were analyzed descriptively and inferentially.
Findings
The results were analyzed based on the model of acceptance and usage of e-assessment (MAUE), and findings revealed that students' overall perception toward e-assessment was of moderate level and this perception varies depending on their gender, academic level, nature of the stream of study and their economic condition. Of the eight domains investigated, students showed better perception in the perceived usefulness, perceived ease of use, compatibility, subjective norms and self-efficacy domains, while they cut a sorry figure in domains like awareness, resource facilitation and information technology (IT) support. It became evident from their responses that COVID was instrumental in enhancing their interest in e-assessment.
Social implications
The implication of this study lies in strengthening e-assessment by attending to the factors as noted in the MAUE in India and alike developing nations having huge space left for e-learning to reach a boom.
Originality/value
This is an empirical investigation conducted in India on the state of students' perception of the e-assessment in the backdrop of the COVID-19 outbreak. To do this work, the authors conducted online surveys, and the write-up of the findings focus on the survey data only.
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Sang-Yoon Lee, Young-Ki Kim and Seong-Tae Kim
In current business management, knowledge is considered to be a strategic resource that can strengthen an organization’s competitiveness. Today, under the process of continuous…
Abstract
In current business management, knowledge is considered to be a strategic resource that can strengthen an organization’s competitiveness. Today, under the process of continuous globalization, almost all companies are rapidly exposed to global competition regardless of their scale or type of business. However, multinational management is very complicated and uncertain and it is hard for multinationals to effectively coordinate and manage their global value chains. In light of this, the utility of multinational management based on knowledge is increased. The present study examines multinational firms’ knowledge management systems, knowledge creation processes and global supply chain performance and attempts to reveal any significant linkages between these latent variables. For this research interest, we proposed 18 items to measure four types of knowledge creation processes (SECI) designed by Nonaka (1994) and revised by authors considering the global business environment, in particular involving the global supply chain management concept. Utilizing the confirmed SECI model, 128 sample companies were classified into four groups according to the levels of their knowledge creation processes. The empirical results of this study reveal important linkages between a multinational firm’s knowledge management system and knowledge creation process, as well as between its knowledge creation process and global supply chain management performance. In particular, the current work suggests that the creation and conversion of tacit knowledge as well as explicit knowledge can be effectively supported by information and communication technology.
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The purpose of this study is to show effect of entrepreneurship on entrepreneurial intention. Currently, the long-term global economic crisis is accelerating, and the concerns for…
Abstract
Purpose
The purpose of this study is to show effect of entrepreneurship on entrepreneurial intention. Currently, the long-term global economic crisis is accelerating, and the concerns for future uncertainties are spreading throughout our society. The ICT majors in Busan region are no exception so that business start-up is being considered as a new alternative to survive and grow in such uncertain environments at home or abroad. That is, business start-ups and entrepreneurship are being emphasized as a strategy that individuals can change not only one’s own life but also the fate of a region and even the destiny of a country.
Design/methodology/approach
For this reason, the youth start-ups based on social networks and leadership have become the focus of our social concern along with the entrepreneurship that can actively cope with the ever-changing global environments. Thus, some of the major factors (i.e. innovation, enterprise and risk-taking) which should be considered when promoting the entrepreneurial intention of the ICT majors in Busan region have been researched, as well as the concept of entrepreneurship itself.
Findings
This demonstrates that young people will be able to successfully lead their start-up companies through their enterprising spirit, networks and leadership and learning with firm determination. Therefore, it is important to make such a network and leadership-based entrepreneurship become foundational in overcoming the long-term Korean economic depression; surviving in such an opaque situation; leading the growth and development of Busan region; and becoming the driving force for national growth, by developing the unique characteristics and strength of the students.
Originality/value
In this regard, this study will be useful for understanding the entrepreneurship of the ICT majors in Busan region more while contributing to the invigoration of a creative economy by studying the factors essential for the entrepreneurship and development of networks and leadership.
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Rachael L. Tawbush, Sabrina D. Stanley, Tye G. Campbell and Melissa A. Webb
This study analyzed articles from India, Italy and Singapore regarding how science, technology, engineering and mathematics (STEM) education is conceptualized in the K-12 setting…
Abstract
Purpose
This study analyzed articles from India, Italy and Singapore regarding how science, technology, engineering and mathematics (STEM) education is conceptualized in the K-12 setting. The research questions that guided our study were as follows: (1) How is K-12 STEM education conceptualized in literature in other countries? (2) Which STEM subject areas are more documented in K-12 STEM literature? (3) How are K-12 STEM teaching practices implemented?
Design/methodology/approach
This study utilized a systematic literature review methodology by (1) creating search terms based on the research questions, (2) choosing databases in which to conduct the search, (3) conducting the search and gathering articles and (4) selecting articles based on inclusion criteria. We chose search terms according to three domains relevant to our study as follows: countries of interest, content of interest and teaching practices. Articles researched were (1) an empirical journal article or literature review; (2) primarily focused on the concept of K-12 STEM teaching practices in one of the countries of interest and (3) written in English.
Findings
Findings from the study revealed few articles addressed a conceptualization of STEM; however, the majority of articles agreed upon the importance of STEM teaching methods in the K-12 classroom setting. Science was documented as the top documented area in K-12 STEM literature for India and Italy, whereas technology and mathematics were the top documented areas in Singapore. Comparing K-12 STEM teaching practices, Italy and Singapore were found to focus more on student-centered STEM teaching practices whereas schools in India mostly utilized student-centered teaching approaches.
Research limitations/implications
The parameters of the systematic literature review, such as key terms used in the search and limited scope of countries investigated, were identified as limitations of the study. By expanding search parameters to include other countries or search terms, STEM education can be viewed on a more global scale.
Practical implications
This study will improve the global perspective of STEM education practices.
Originality/value
This study is unique in that it compared the conceptualization and K-12 STEM teaching practices implemented in India, Italy and Singapore.
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Brian Bielenberg and Maxine Gillway
The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental…
Abstract
The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental needs of its first-year university students (Learner Training, Thinking Skills, Application of Knowledge, Information Literacy, and Communication). This paper highlights the process of adapting PBL to the foundation year context and presents initial findings demonstrating its positive impact. These findings provide evidence that this adaptation of PBL supports the development of important life-long learning skills, can motivate and engage students, and enables them to make a variety of connections to other subjects, to other students (a community of learners), and to the broader community.