Search results

This study aims to present the Chinese entrepreneurial environment and explore Chinese tertiary students’ online-startup motivation on live streaming platforms. Based on the COM-B behaviour changing theory, this paper discovers various influencing factors from environmental opportunity and personal capability aspects. It analyses their effects under the cooperative system established among official departments, industries and universities. Meanwhile, considering social and cultural control, it also refers to the uncertainty-avoidance dimension from the Hofstede cultural theory and re-evaluates its influence on Chinese tertiary students’ online-startup motivation.

The authors analyse 474 responses from online questionnaires through partial least squares path modelling and variance-based structural equation modelling. The paper claims that environmental opportunity and personal capability factors positively affect students’ online-startup motivation, but uncertainty-avoidance thinking plays a negative role. The study also measures the importance-performance map analysis to explore additional findings and discuss managerial implications.

Both platform support and official department support positively impact Chinese tertiary students’ online-startup motivation and entrepreneurial skills learned from universities are beneficial for them to build online-startup confidence. Meanwhile, influenced by the cooperative system implemented among official departments, industries and universities, official department support positively affects platform support and entrepreneurial skills. Conversely, influenced by Chinese traditional Confucian culture, uncertainty-avoidance thinking negatively affects tertiary students’ online-startup motivation.

This paper demonstrates the analysis of Chinese tertiary students’ online-startup motivation drawing on the COM-B behaviour changing and Hofstede cultural theories. Specifically, this study divides influencing factors into three specific aspects as follows: environmental opportunity, personal capability and social and cultural control. Unlike existing research applying traditional research models, the combination of the COM-B behaviour changing theory and the Hofstede cultural theory could be conducive to making the research model reflect influencing factors and present their different relationships.

Sustainability challenges are omnipresent. This study aims to identify consumer segments based on food consumption practices from purchasing to disposal. A priori work identified quality attributes, food responsibility, dietary choices and food organisation and management within the home as key influences. Each represents an opportunity for consumers to employ more sustainable food behaviours. A priori work identified several indicators for each of these influences. This study explored the suitability of these indicators for measuring the identified key influences.

The authors used an online survey of 324 Irish food consumers in January 2021 to address online food interests, purchasing preferences and purchase behaviour linked to food sustainability.

The authors identify four consumer segments – food dabblers, food appreciators, pro-sus and pressured – which present a holistic view of the sustainable behaviours practiced by food consumers. The findings provide insight into the range of sustainability-related food behaviours actioned by consumers – from interest in meat-free products, organics and local produce to having an organised stock at home and minimising waste. The findings shed light on how consumers integrate elements of sustainability into their food lifestyles.

This study captures sustainability-related food behaviours from the point of purchase through to consumption and disposal and identifies four new consumer segments based on interests, preferences and behaviours.

In response to coronavirus disease 2019, California State University Long Beach (CSULB) announced mandatory online course conversions on March 12, 2020. The College of Business designed a Student Online Learning Experience Survey to explore learners' experience, needs, expectations and challenges in the online learning environment.

The time-sensitive survey questions were administered using Qualtrics with Institutional Review Board approval. The authors used 5-point Likert scales to rate students' experience and satisfaction and performed statistical analysis. They assessed students' written comments to further corroborate statistical findings.

The results identify students' satisfaction are highly correlated to content coverage and interaction of online learning technologies. A combination of BeachBoard, Zoom, e-mails and publisher's website is valued most by the learners. Project-based experiential design is ranked #1 by graduate students. Noticeably, the upward trend of satisfaction with online modality from sophomore to senior is probably attributable to learners' maturity and number of years studied at CSU system. Overall, students generally dislike proctoring devices due to concerns of privacy, inequalities, mental stress, etc.

The evidence-based results offer innovative pedagogical recommendations for business education in higher education.

While prior studies examine student perceptions and satisfaction within the online education system, the study aims to deeply investigate the students' experience after a large-scale two-week institutional emergency course conversion mandate. This study systematically reviews students' experience with four aspects of online learning: (1) the adequacy of instructional designs; (2) the effectiveness of technology; (3) the appropriateness of the online learning material and (4) the integrity of online assessment and testing tools.

The purpose of this paper is to show that mixed methods applied sequentially provide sufficient knowledge of topics under study.

This paper conducted an analysis of a real case using descriptive statistical and regression techniques.

The present study proposes the use of the so-called “sequential mixed-modes” in survey-based market research. This technique is based on the successive application of different information collection techniques (face-to-face, telephone and internet-based surveys); it offers four fundamental advantages: increased coverage rate; higher response rate; lower costs; and greater cooperation.

In addition to the normal limitations associated with conclusions derived from case studies, the data collection was carried out in only one autonomous community (Spain) and focussed only on one theme.

Firstly, it was found that data collection through mixed sequential modes substantially increases response rates in online surveys. This is particularly important as, in recent years, data collection through the internet has become almost standard market research practice. Secondly, the sample that resulted from the joint use of the three data collection modes more accurately reflected the distinctive features of the universe under study. A third recommendation is that the use of internet-based self-administered surveys is especially promising with individuals with a higher level of education and among students.

The decrease in the response rate is one of the greatest challenges of survey-based market research, given its impact on sample representativeness. This paper addresses this problem and exposes the advantages of the sequential use of mixed modes in the collection of information.

El objetivo de la presente investigación es mostrar que los modos mixtos aplicados de manera secuencial ofrecen un conocimiento adecuado de los temas objeto de estudio.

Se realiza el análisis de un caso real mediante técnicas descriptivas y regresión.

Este trabajo presenta los denominados “modos mixtos secuenciales” en la investigación a través de encuestas. Esta técnica se basa en la aplicación sucesiva de diferentes herramientas de recogida de información (encuestas presenciales, telefónicas y por Internet) y ofrece cuatro ventajas fundamentales; (1) aumento de la tasa de cobertura; (2) mayor tasa de respuesta; (3) menores costes; y (4) mayor cooperación.

Además de las limitaciones normalmente asociadas a los estudios de caso, la recogida de información se redujo a una única comunidad autónoma (España) y un único tema.

En primer lugar, se observa que la recogida de información mediante modos mixtos secuenciales aumenta de manera sustancial la tasa de respuesta en las encuestas online. Esto es particularmente relevante en la situación actual, pues la utilización de Internet casi se ha convertido en un estándar en la investigación de mercados. En segundo lugar, la muestra final obtenida como resultado del uso de tres modos de recogida refleja de manera más ajustada las características distintivas de la población objeto de estudio. Una tercera implicación es que el uso de encuestas online de carácter autoadministrado es especialmente prometedor en individuos de mayor nivel educativo y entre estudiantes.

摘要

本文的目的是要证明，按顺序应用的混合方法为研究的主题提供了充分的知识。

本文运用描述性统计和回归技术对一个实际案例进行了分析。

本文提议使用 “顺序混合模式” 来调查市场研究。这项技术是基于连续运用不同的信息收集技术(面对面、电话和基于互联网的调查) ，它提供了四个基础性优势: 增加覆盖率; 更高的回复率; 降低成本; 和更大的协作。

除了常见的案例研究所存在的局限性之外，本文的数据收集仅在一个自治社区(西班牙)进行，并且只集中于一个主题。

首先，通过混合序列模式收集数据，大大提高了在线调查的回复率。这一点尤其重要，因为近年来，通过互联网收集数据几乎已成为标准的市场研究实践。其次，联合使用三种数据采集模式所得到的样本更准确地反映了所研究社区的鲜明特征。第三个建议是，使用基于互联网的自我管理调查对调查教育水平较高的个人和学生群体具有很大的调查前景。

回复率的下降是基于调查的市场研究面临的最大挑战之一， 因为它大大影响了样本代表性。本文解决了这一问题，并揭示了在信息收集中顺序使用混合模式的优点。

The study aims at analyzing the perception of teachers and students about online classes. The work tries to explain the opinions of students as regards the impact of online courses, their comfortability in its usag, and the support received from teachers in online classes along with teachers' opinions on efficacy, teaching practice followed and training received for an online class.

The analysis was carried out using the data collected through two separate structured questionnaires for students and teachers in Dakshina Kannada and Udupi District in Karnataka. Data were recorded in SPSS and analyzed by using descriptive statistics.

The study reveals that students are comfortable with online classes and are getting enough support from teachers but they do not believe that online classes will replace traditional classroom teaching. It also finds that teachers are facing difficulties in conducting online classes due to a lack of proper training and development for doing online classes. Technical issues are the major problem for the effectiveness of the online classes.

Most of the colleges think of implementing online classes in their courses. Hence, it becomes essential to obtain the opinions of participants of online classes before applying for it. This study may help colleges to get a general view of online classes among teachers and students.

Internet and new technologies gained importance in all fields including the education sector which gave scope for online classes. In addition to this, the COVID pandemic worldwide has also added to the relevance of online classes. In this light, it is necessary to understand student–teacher perceptions regarding online classes.

This study aims to examine the state of embedded librarianship in African academic libraries by exploring the extent of librarian embedment in research processes in selected academic libraries in Africa.

A survey was conducted to collect data using an online questionnaire. The study population was comprised of librarians who directly support researchers throughout the research process in the scholarly communication and information services sections. Purposive sampling was used to select librarians, and 63 responses were received from the target of 100. The collected data were analysed using the statistical package for the social sciences (SPSS) software, and content analysis was used to analyse open-ended questions.

The study results showed that the extent and nature of librarians' embeddedness in the research process vary across different university contexts in Africa. Challenges and areas of research skill gaps among librarians were identified, and propositions to address the research skill gaps were provided.

The study findings can be used as a framework for libraries to embed librarians in the research process. The study made recommendations with practical implications for library practitioners in academia, and institutions offering library and information science education, and the library management responsible for the research process.

A study brings a novel perspective by examining the state of embedded librarianship in the African context. Its contribution generates knowledge and insights that inform the development of effective embedded librarianship practices in African academic libraries to enhance research support services and advancement of scholarly research in the region.

As the superiority of sports celebrities' endorsements has been questioned, the purpose of this study is to identify various types of endorsers' direct and indirect effects on consumers' purchase intentions.

Empirical data were collected from 240 useful responses to an online experiment, and research hypotheses were tested using (moderated) serial mediation analyses.

The study's findings indicate that an endorser has a positive influence on consumers' purchase intentions through their perceptions of the advertisement and the endorsed brand. A moderated serial mediation analysis finds differences in the four types of endorsers analyzed. A sports celebrity is the most effective type of endorser in increasing consumers' purchase intentions, whereas endorsements by company managers and peer consumers, while also positive, are less effective in influencing advertising outcomes. An expert's endorsement is comparable to that of a manager but not significant.

The generalizability of the study's findings is limited because of a restricted data sample, the use of fictitious endorsers and the limited number of product categories and brands analyzed.

The study systematically analyzes the behavioral influence of four types of endorsers on consumers' purchase intentions, mediated by their perceptions of the advertisements and the endorsed brand. The results of this analysis extend the current state of endorsement research, indicating that endorsements should be integrated into companies' marketing strategies and provide marketing professionals practical guidance on which type of endorser is most effective in influencing advertising outcomes.

The purpose of this study is to investigate the role of connective action characterised by interconnection and personal communication on social media (SM) for participating in collective action in the physical world of social movements.

A research model is developed integrating different modes of connective action into the social identity model of collective action (SIMCA) to investigate pathways to participating in offline collective action (CA) from an individual perspective. Following a survey design approach, data collected from 194 respondents in the background of Egypt's social movements are examined using partial least squares (PLS) path modelling and mediation analyses.

The authors' main results reveal that interactive socialisation (IS) on SM provides an important momentum for the user to internalise (consume) and externalise (share) content online from a social learning perspective. In terms of translating these activities to participating in offline CA, the authors find support for two independent causal chains: An “instrumental” chain building on content externalisation (CE) and efficacy considerations and an “obligatory” chain based on content internalisation (CI) and collective identity.

The authors' results highlight the individual-level origins of offline mobilisation in social movements, which are not only grounded in social-psychology, but also develop out of interrelated connective actions supporting social learning. Prior work has mainly conceptualised the value of SM in social movements for online political communication. The authors' conceptualisation is novel in terms of integrating online and offline behaviours with social-psychological perspectives and the application with primary data in a protest movement context that heavily relied on connective actions for offline mobilisation.

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.

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.

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.

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.

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.

This conceptual paper takes identity, digital technology, young people and education as a combined starting point and suggests how to research young people’s identity practices in and out of school. Today’s young people form their identities in a world that is increasingly imbued by digital technologies. What is evident too is that these technologies and the use of them are not restricted to one single context. Rather, digital technologies mediate multiple contexts simultaneously – to an extent where they collapse. This means that school and leisure time, public and private, digital and analog, virtual and material, time and place, social contexts and audiences, through digital technology, merge in various ways in young people’s identity practices and everyday life.

Little is known about what identity practices in collapsing contexts means to young people in their lives and how educators and others can support them. Most studies to date investigate digital technology use as a discrete phenomenon and few studies concern young people’s identity practices in contexts, as they occur. In an increasingly digital world, where dependency on digital technologies continues this forms an urgent knowledge gap to bridge. In particular to guide educators, and others, who support young people as they live and learn through interconnected spaces in and out of school. The conceptual approach of this paper is of importance to better understand how to bridge this gap.

This paper suggests a research approach that extends previous research at the intersection of identity, young people, digital technology by outlining extended ways for thinking about identity in a digital world that can be useful for investigating identity as an existential practice, extending beyond identity representations, in conditions mediated by contemporary digital technologies and in collapsing contexts. What is also included are methodological considerations about researching young people, identity and technology as dynamic research objects, rendering a holistic approach.

It is a conceptual paper that addresses identity, digital technology, young people and education as a combined starting point to outline further research.

The Guided Tour Technique and Social Media Research is suggested as possible methodologies for holistic and ethically sensitive, empirical research on identity, digital technology, young people and education.