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The purpose of this study is to explore how hotels evolve their dynamic capabilities to adjust their technology-based strategy to improve performance and to gain competitive productivity (CP) during the COVID-19 pandemic and in the aftermath.

In-depth interviews with hoteliers were conducted to unveil their dynamic capabilities amid the pandemic as regard adjustments and performance of self-service technology (SST)-based strategies. Thematic analysis was used to analyze the data.

Data analysis revealed four types of dynamic capabilities (i.e. sensing, learning, integrating and coordinating capabilities). Equipped with these capabilities, hotels made minor adjustments to their SST strategies. In general, during an economic downturn, hotels refrained from introducing new SSTs. SSTs introduced before the pandemic were used more frequently and received enhanced customer feedback. The findings further revealed that the factors influencing hotels’ application of SSTs before and after the outbreak of COVID-19 remained similar.

This is the first research integrating CP, dynamic capabilities and strategic management process to explain how hotels adjust technological strategies to recover in a suddenly changed environment. Such a framework enables scholars and practitioners from content-oriented and process-oriented perspectives to make quick but sound strategic management decisions in adapting to turbulent environments. This timely study enriches the expertise of using technology as a recovery strategy and contributes to future research on the practical application of SSTs and crisis management.

The REDINGE2 – Reengineering Engineering Teaching, version 2 – project seeks to transform engineering education practices at the University of los Andes (UNIANDES) by using technology-based active learning strategies in courses from different disciplines that are to be reformed using a Big-ideas approach. Studies from this two-year project (2017-2018) seek to solve three main questions: What changes in engineering teaching conceptions, methods, tools and practices could be generated by reengineering courses using a Big-ideas approach? What changes in key conditions of learning environments have the students perceived in courses that use a Big-ideas approach? What lessons can be derived from the initial studies of REDINGE2’s pilot experiences?

The REDINGE2 project was conceived as a technology-based educational transformation initiative. It is the Faculty of Engineering at UNIANDES’ explicit intention to move engineering teaching from being content-focused to being big-ideas focused. It also wants to migrate from teacher-centered teaching strategies to student- and group-centered approaches. Additionally, this project intends to enrich engineering education ecologies with digital resources by integrating experiential, flexible and collaborative digital learning environments with traditional classroom/workshop/library/home/work learning settings. To promote this organic change, the project implemented a facilitation-from-the side strategy, which redesigned 14 engineering courses: each was given a two-year grant from the Office of the Dean of Engineering to rethink teaching practices and redesign the course. A cybernetic evaluation system was embedded in the life cycle of the transformation process that could support decision-making through each of the project’s stages (Stufflebeam, 1971). Questions of interest in this study are provided with information using triangulation of data at different times during each course’s redesign process.

After a year and half of the two-year REDINGE2 project (2017-2018), it is possible to say the following three research questions are fully solved. Concerning Question #1: What changes in engineering teaching conceptions, methods, tools and practices contribute to reengineering courses when using a Big-ideas approach? Participating teaching staff have demonstrated changes in their teaching conceptions, methods and resources, which can be attributed to their exposure to active-learning strategies supported by digital technologies. In fact, each one has redesigned and pilot tested at least one restructured learning unit for one of their courses according to the proposed Big-ideas approach; in addition, most admit to already having adjusted their teaching practices by changing their mindset regarding learning and how to promote it. Concerning Question #2: What changes in key conditions of learning environments have the students perceived in courses that have been redesigned using a Big-ideas approach? Data collected from students and participating staff members, both before the redesign and throughout this process, have provided teachers and students with feedback concerning perceived changes in learning environments. This has had positive results and provided opportunities for improvement. Concerning Question #3: What lessons can be derived from REDINGE2’s pilot experiences? Lessons from this project are multi-dimensional and there are organizational, pedagogic, technological and cultural considerations. A decalogue of critical success factors was established, which considered the things that must go right to successfully accomplish proposed educational transformations.

This study is a good case of educational transformations in engineering teaching. No generalizations should be made, but it shows that similar processes of planned change can be made in tertiary science, math, engineering and technology (SMET) education.

The lessons learned from this experience are very valuable for higher education decision-makers who want to innovate by using learning ecologies in their institutions. In addition, theoretical considerations that illuminate the innovation process become very useful to help provide a foundation to similar interventions.

A non-conventional approach to integrate digital technologies in higher education teaching is the most significant contribution this experience has made. Its focus has been to transform educational practices with pedagogically sound uses of digital technologies instead of just integrating technologies in current SMET teaching practices. Facilitation-from-the-side and embedded cybernetic evaluation through the transformation process are key ideas that add value to organic change processes.

The purpose of this paper is to test the positive effect of strategy‐technology integration on performance in comparison with the impact of other types of strategies.

General conclusions are drawn and strategic implications derived from a survey of 355 UK manufacturing companies which had expressed interest in the introduction of new computer‐based technology.

It was found that the companies with strategy‐technology integration showed better financial and operational performance. Strategies of technology leadership and market orientation were also associated with enhanced financial performance. However, a number of organisational conditions were found to be necessary for the pursuit of these strategies.

Further research is needed to examine the process and structure in which strategy technology can be better integrated.

Firms should strive to achieve strategy‐technology integration to maximise the benefits of adopting new technologies.

The empirical research presented in this paper fills a gap in the existing literature.

The successful placing of long‐range technology planning decisions in the context of overall corporate strategic planning requires a mechanism for synthesizing R&D strategy and business strategy. This article argues that formalized technology forecasting has an important operational role to play in achieving the synthesis. Descriptive guidelines for an integrative framework are developed on the basis of a literature review and the author′s technology forecasting work which has been conducted to help devise long‐term research strategy in the offshore industry. Several factors are discussed which are considered to have an important integrative role. Technology forecasting is discussed with respect to these factors and the influence they have on the planning process.

The rapid technological change of recent years has played a major role in changing the structure of established industries as well as creating new industries. It has elevated the management of technology into the arena of strategic issues. This paper reviews the work of authors who argue that technology management must be given a strategic role in the firm. It does not take issue with the general tenor of their views; but, it counsels caution on the grounds that a focus on technology supply may lead to a product orientation which subverts the influence of customer considerations in strategy making. The author argues for an approach to the strategic management of technology that integrates the technology supply and technology demand perspectives. Descriptive guidelines are developed for an integrative framework by means of which technology strategy can be formulated.

This study aims to explore the use of technology-based strategies by Yemeni undergraduate students to develop their English as a foreign language skills in informal learning settings.

A mixed methods research design was used to collect quantitative and qualitative data from 110 undergraduate students enrolled at the English Departments in two universities in Yemen. In the first phase of the study, 10 students were interviewed to obtain information about their use of technology to develop their English language skills and subsystems in informal settings. Following the analysis of the interview data, a questionnaire was built to collect quantitative data, and the second phase of the study was carried out with 100 undergraduate students.

The findings revealed that students developed four technology-based strategies that they used in informal settings. These strategies included using social media, being inspired by someone, accessing social networks and websites. Students reported that these strategies helped them develop their listening, speaking and reading skills, while they also reported that their vocabulary was enhanced over grammar and pronunciation.

The study findings can be of benefit not only for helping to raise students’ awareness of informal learning strategies to develop their English skills outside the classroom but also for teachers to rethink the importance of integrating technology tools and digital resources in their teaching practice. The results could also guide curriculum designers to augment textbook materials by integrating technology-based informal learning strategies.

This is the first study on this topic conducted in the context of higher education in Yemen and offers unique insights into informal learning practices of Yemeni students. In addition, the findings of the study open new dimensions for rethinking the classification of language learning strategies to include those that are technology-based and mainly useful for independent informal learning.

The purpose of this paper is to explore the extent to which various theories of capital structure “fit” in the case of new technology‐based firms.

This study uses data from the Kauffman Firm Survey, a longitudinal data set of over 4,000 firms in the USA. Descriptive statistics and multivariate results are provided.

The authors' findings reveal that new technology‐based firms demonstrate different financing patterns than firms that are not technology‐based.

Although some support was found for both the Pecking Order and Life Cycle theories, the results also indicate that technology‐based entrepreneurs are both willing and able to raise substantial amounts of capital from external sources.

Technology‐based entrepreneurs need external sources of equity, in particular, in order to launch and grow their firms.

To the authors' knowledge, this is the first article to test specific theories of capital structure using a large sample of new technology‐based firms in the USA.

Discusses case study and interview evidence to examine the evolution and development of entrepreneurial strategies in the high technology small firm (HTSF). Evidence from case study material suggests that a period of non high technology development can be an advantage for the entrepreneur to gain essential contacts, networks and learn to develop strategy, as well as time to acquire income and funding to permit the development of the technology‐based firm. The paper discusses evidence from four rich case studies. Each of these involved a non‐high tech start‐up, yet this was still crucial to the entrepreneurship process and learning of the entrepreneur. Material from case evidence is also combined with interview evidence to discuss the critical factors in the learning process and the development of entrepreneurial strategies from a programme of interviews with HTSFs. It is argued that the evolution of a marketing strategy is part of the learning process involved in entrepreneurial development, we need to understand the diversity of this process if intervention is to be better informed by practitioners and by policy makers. In this paper we stress the diversity of entrepreneurial development, within HTSFs, discuss the importance of learning in entrepreneurial development for developing marketing strategies and develop policy implications for intervention.

Technology-based initiatives are now being routinely incorporated within most companies’ marketing strategies. The purpose of this paper is to explore consumer perspectives on the ethics of these initiatives. It also seeks to identify underlying dimensions within the technology-based strategic environment with the intent of generating advances for both academicians and practitioners alike.

The enquiry is based on a survey featuring a cross-section of 20 technology-based initiatives. A sample of 967 adult residents of the USA provided their views of the extent to which each initiative/scenario conformed to their perception of society’s norms regarding ethical acceptability.

In total, 13 of the 20 initiatives were deemed unacceptable with the greatest disdain exhibited for a company posting bogus online reviews. Most acceptable were self-service checkouts. Three sub-dimensions of the ethicality construct as it relates to technology-based marketing initiatives were identified and validated as measurement scales for use in future research: involvement, communication, and privacy.

The generalization of findings may be limited because younger and older segments of the population were slightly under- and over-represented, respectively.

Marketers should recognize that consumers are much more accepting of any initiative from which they will derive some benefit. They should also recognize that within this arena, ethical acceptability is a multi-dimensional phenomenon, necessitating that they strategize accordingly.

Although previous research has garnered insights with respect to a particular technology-based marketing initiative, none have explored the relativities of consumer perceived ethicality across an array of different initiatives or examined any latent sub-dimensions of the construct in this arena. This study addresses these deficiencies.

Digital tourism has drawn the attention of researchers around the globe. This study aims to assess the digital tourism experience for tourist site revisit from an emerging market perspective.

Anchored on the social cognitive theory, the study employed a quantitative method, using the convenience sampling to select 328 participants who responded to tourism and technology sharing items through an online questionnaire. The study's hypotheses were tested utilizing structural equation modelling.

The results suggest a significant influence of technology-based service innovativeness on service value, tourist site revisits and experience sharing through technology. Further, the findings also revealed the significant influence of service value on tourist site revisit and experience-sharing through technology.

This study was conducted with only clients or tourists, and this limits generalization of the study's findings.

The study offers the understanding of how tourist site operators and all stakeholders have to deploy new ways of technology-based service innovation to get maximum return on their investment in the hospitality industry.

The outcome of this research advanced the linkage between technology and tourism in context, which is important to policymakers and practitioners in the sector.