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The purpose of this study is to propose two additions to the existing IS success model to influence usefulness and satisfaction, and ultimately customer loyalty. This…
The purpose of this study is to propose two additions to the existing IS success model to influence usefulness and satisfaction, and ultimately customer loyalty. This study posits that process quality and collaboration quality will significantly influence perceptions on satisfaction, since both considerations are expected to improve interactions between the organization and its customers.
The developed research model was tested in the context of B2B e‐commerce users, employing structural equation modelling‐partial least square to analyze and test the research hypotheses.
Results show that adding process and collaboration quality to the model affects the way system, information, and service quality influences usefulness and satisfaction, suggesting a shift in perspectives and priorities when it comes to B2B e‐commerce transactions. Furthermore, results show that process and collaboration quality have significant effects on usefulness and satisfaction, reinforcing the objective of using B2B e‐commerce systems across supply chain members.
This highlights the importance of improving business processes and enhancing collaboration activities, implying that managers should focus their efforts into enhancing customer service on top of system functionalities and features via B2B to better work with their supply chain partners. However, this study is limited in the context of a Taiwanese supply chain, suggesting that further research consider its applicability in different contexts, culturally and geographically, especially given the fact that B2B e‐commerce enables cross‐border business operations.
This study also extends the IS success model, especially in the context of B2B e‐commerce, by emphasizing behavioural considerations on top of the functional issues present in any information systems.
The Braun and Simpson’s (2004) study indicates that the Pause method is an effective teaching approach for auditing based on four sets of hypotheses in developing…
The Braun and Simpson’s (2004) study indicates that the Pause method is an effective teaching approach for auditing based on four sets of hypotheses in developing students’ oral, written and interpersonal communication skills. In addition, it is more beneficial to the learning process and more enjoyable than the lecture-only method. The extent of achieving both of these is dependent on the type of activity that is consistent with the student’s preferred Pause method activity. Students will achieve higher examination scores when following their preferred Pause activity. Our study replicates the Braun and Simpson’s study in Greater China using one university in Hong Kong and one in mainland China as students in these jurisdictions are more passive learners and their value of learning more extrinsic than intrinsic. The results are similar to the Braun and Simpson’s study, thus enhancing the universality of the “Pause” method.
It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.
Examines the application of the Leittext method (a training systemdesigned to stimulate active learning by novices) to the domain of wordprocessing. A pre‐test/post‐test…
Examines the application of the Leittext method (a training system designed to stimulate active learning by novices) to the domain of word processing. A pre‐test/post‐test control group design was used to study effects of the method, learning performance, preferences for learning activities, learning processes, motivations and learning conceptions. Concludes that there may exist some interaction effects of learning style but the size of the group studied was too small to allow confirmation of this. Describes some ways in which the Leittext method can be made more effective for learning word processing.
Various achievements of Australia in the field of applied ethics from the 1980s to 2016 are outlined. The review covers academic scholarship, research and teaching; the…
Various achievements of Australia in the field of applied ethics from the 1980s to 2016 are outlined. The review covers academic scholarship, research and teaching; the ethics of business and actions to build ethics into the structures of enterprises. This follows the 3-fold categorization developed by De George (2012). A brief account of the formation and history of the Australian Association for Professional and Applied Ethics is included, as is a selection of scandals involving Australian organisations. Australia is shown to have made a significant contribution to the academic discipline of applied ethics and to have been aware of its position, distant from the English-speaking West and in the midst of nations of the global south.
In this chapter, we contribute to the conceptualization of self by engaging in a self-study of teacher education practices in which we distilled our perspectives on…
In this chapter, we contribute to the conceptualization of self by engaging in a self-study of teacher education practices in which we distilled our perspectives on incorporating mindfulness in teacher education. Mindfulness is currently incorporated in teacher learning and education mostly toward stress-reduction and well-being, yet its ancestries stress its role as a path toward self-knowledge. Working in teacher education departments set in Israel, on the one hand, and Canada, on the other, we describe the place of the practice in our personal lives and articulate how we view its contribution to teacher education. Specifically, we focus on how “self” features in our endeavors, by examining “who it is” in the teacher that we seek to evoke/invoke by the application of mindfulness? We engaged in dialogue and reflective writing, in which each of us served as the other's critical friend in an attempt to clarify our different views. Oren emerges with a view of mindfulness as invoking “self as moment-to-moment experience” and the “teleological self,” both crucial for teachers. These senses of self mobilize us away from sociopolitical identities toward human-to-human relationships and reground teachers in the values they view as core to their call to teach. Conversely, Karen stresses the practice as a primer for situating the self in the sociopolitical. It enables deeper engagement in critical pedagogy, invoking teachers' “fluid self” situated in open-mindedness. Here mindfulness becomes a practice of social justice that allows us to acknowledge marginalized voices. Highlighting these different approaches, we contribute to the understanding of the role of mindfulness in teacher education. In particular, we extend the practice's main positioning within teacher well-being to its role within the discourse of teacher identity.