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There is currently little published information about the use of total quality (TQ)‐based self‐assessment in the UK despite the increasing interest in the subject. Discusses the findings of a survey into the practice and benefits of self‐assessment to recognized models such as the European model for Total Quality Management and the Malcolm Baldrige National Quality Award model. Survey findings indicate that companies are increasingly using self‐assessment and that benefits from this approach are quickly realized.

This research aims to combine and extend the literature on the self-monitoring approach used by faculty members in online teaching during the COVID-19 pandemic using the Technology Acceptance Model (TAM) model. The study also highlights the challenges faced by faculty members in online teaching.

Based on a mixed methodology approach, the primary data was obtained from the faculty members of the post-graduate business schools. This data enabled the measurement of self-monitoring adopted by the faculty members and the relationship of the factors by using the TAM model. Multivariate regression was adopted to study the relationships between the elements in the TAM model and faculty members’ self-monitoring. Secondly, a few exploratory questions were asked to the respondents about the challenges faced by them during online teaching.

The quantitative analysis conducted using multiple regression directed that the faculty’s contentment with any digital platform influenced their engagement, attention and participation while taking an online class as a part of the self-monitoring process. The perception of the technology platforms used for online teaching affected the faculty members’ self-monitoring dimensions: attention, participation and engagement. Based on the qualitative approach, the thematic analysis pointed out five major challenges for faculty members in conducting online classes: I.T. support, hesitation, interaction with peers and students, proficiency with an online platform and evaluation challenges.

This study was conducted during the complete lockdown of the COVID-19 pandemic; many faculty members were initially trained to get familiarized with the online teaching platforms and educate students. Hence, this study enriches the literature on online teaching during pandemic times.

To ensure that the faculty impacts quality online education and the students obtain the knowledge and skills required, faculty need to alter their pedagogy based on the technology they use to focus on their students’ teaching, learning and needs.

This study measures self-monitoring and its dimensions for faculty members, which is unique in nature. This was the first time the faculty members were imposed with the responsibility of online teaching and ensuring that the learning-teaching process was fruitful. This study has both-theoretical and practical implications as the paper focuses on various insights which can make online teaching-learning more effective.

In recent years, the use of mobile devices for academic persistence has grown to be an indispensable element of students’ learning, highlighting the broad acceptance and adaptability of mobile technology in learning environments. The current study examines how college students in rural areas use mobile devices and how self-efficacious they are when seeking online information. Additionally, the study investigated the connection between mobile devices usage (MDU), mobile devices self-efficacy (MDSE) and online information seeking behavior (OISB) on the basis of demographic differences.

A quantitative research design was used by deploying a five-point Likert scale for measurement, Statistical Package for Social Sciences (SPSS) v.26 was used for data analysis. A variety of statistical methodologies, including t-tests, ANOVA and correlation coefficients, were conducted to inspect and assess MDU, MDSE and OISB across gender and age groups. Data from 331 students at the public sector college in a rural region was gathered using a questionnaire. A total of 315 legitimate replies were received.

The study's conclusions showed that the respondents used their mobile devices for educational purposes less frequently. Nonetheless, the respondents' degrees of MDSE and OISB appear to be high. Furthermore, a strong link was demonstrated among the MDU, MDSE and OISB. On the contrary, there was a negative correlation link between MDU and both MDSE & OISB, while a positive correlation between MDSE and OISB was found. The results also showed substantial variance in all research components based on age and gender, indicating that male and younger respondents performed more efficiently than female and adult respondents.

These results indicate that information literacy guidelines and a variety of educational initiatives should be put together by the government, educational policymakers, librarians and educators, with a focus on how to use mobile devices for learning and information seeking. This will make it possible for students to more efficiently find the information using their portable devices.

Theorists, such as Darwin and Aristotle, have long argued that facial expressions communicate information about a person's emotional state. Recently, validated coding strategies for facial expressions have been developed, which enable researchers to reliably assess a person's affect. Although social, health, and clinical psychologists have regularly employed these objective measures of facial expressions (OMFE), occupational stress and well-being researchers are yet to benefit from this method. The subsequent chapter integrates the facial expression and occupational well-being literature. Specifically, we discuss the advantages of OMFE over self-reports and implications of OMFE for future research on occupational well-being.

We present a model of reappropriation, the phenomenon whereby a stigmatized group revalues an externally imposed negative label by self-consciously referring to itself in terms of that label. The model specifies the causes and consequences of reappropriation as well as the essential conditions necessary for reappropriation to be effective. To place the concept of reappropriation in proper context, we begin by discussing the roots of stigma and the mediating role played by social categorization and social identity in the realization of stigma’s deleterious effects. We also discuss the strategies available to both individuals and groups by which stigmatized individuals can enhance their devalued social identities. We provide a discussion of two historical cases of reappropriation and some preliminary empirical evidence concerning the consequences of self-labeling and attempting to reappropriate a stigmatizing label. Finally we discuss the implications of the model for groups and teams, both within and outside of organizations.

Today, individuals use social media to express their opinions and feelings, which offers a living laboratory to researchers in various fields, such as management, innovation, technology development, environment and marketing. It is therefore necessary to understand how the language used in user-generated content and the emotions conveyed by the content affect responses from other social media users.

In this study, almost 700,000 posts from Twitter (as well as Facebook, Instagram and forums in the appendix) are used to test a conceptual model grounded in signaling theory to explain how the language of user-generated content on social media influences how other users respond to that communication.

Extending developments in linguistics, this study shows that users react negatively to content that uses self-inclusive language. This study also shows how emotional content characteristics moderate this relationship. The additional information provided indicates that while most of the findings are replicated, some results differ across social media platforms, which deserves users' attention.

This article extends research on Internet behavior and social media use by providing insights into how the relationship between self-inclusive language and emotions affects user responses to user-generated content. Furthermore, this study provides actionable guidance for researchers interested in capturing phenomena through the social media landscape.

Examines the use of Guglielmino′s Self‐directed Learning Readiness Scale (SDLRS) by two major corporations to assess the appropriateness of self‐managed learning systems for a given population of employees. Provides a recommendation for an improved methodology for companies which are considering self‐managed learning systems.

The purpose of this paper is to explore the relationships among demographic factors (gender, age, education, and income), consumer traits (technology anxiety, need for interaction, and technology innovativeness), and intention to use retail self‐checkouts.

A total of 285 usable responses are obtained through a web‐based survey after excluding non‐qualified respondents. Structural equation modeling is developed and tested.

The results of this paper demonstrate that demographic factors only indirectly influence intention to use retail self‐checkouts through consumer traits and thus the authors conclude that individual differences in the use of retail self‐checkouts can be attributed to consumer traits which are determined by some of the demographic factors.

Demographic factors and consumer traits are only included as determinants of intention to use retail self‐checkouts. Therefore, future research could attempt to draw a comprehensive picture of retail self‐checkouts by incorporating other relevant factors.

By classifying individual difference traits into demographic factors and consumer traits, this paper provides more detailed explanations of the relationships among demographic factors, consumer traits, and intention to use retail self‐checkouts.

The purpose of this paper is to propose and to test a model that illustrates the impact of technology anxiety on the intention to use a self-service technology (SST) in public. The study includes two context variables that are relevant in public settings: perceived crowding and perceived time pressure.

A cross-sectional survey was conducted to reflect individual perceptions and intentions when initially using a self-checkout. The proposed relationships and interaction effects were examined using structural equation modeling.

The analysis confirms the core relationships of the model (technology self-efficacy→technology anxiety→perceived ease of use→ intention to use) and yields three important results. First, technology anxiety has a direct negative effect on intention to use, which is greater than the indirect effect through the reduction of ease of use. Second, perceived crowding reinforces the negative effect of technology anxiety. Third, when perceived crowding coincides with perceived time pressure, technology anxiety almost completely inhibits the intention to use the SST in public.

Technology anxiety is examined as the only antecedent of perceived ease of use.

Initial encounters to public self-service technologies should be provided in servicescapes that avoid or at least reduce perceptions of crowding and time pressure.

The approach highlights the impact of technology anxiety on the acceptance of self-service technologies used in public by considering two context variables that are salient in public settings: perceived crowding and perceived time pressure.

The current study aims to investigate the role of post‐training self‐efficacy in influencing customer perceptions and usage of self‐service technologies (SSTs). Specifically, the aim is to propose that high post‐training self‐efficacy will reduce technology anxiety and hence increase perceptions of ease of use associated with SSTs.

A self‐checkout machine in a library setting served as the study context. A total of 131 subjects were randomly assigned to two training groups (written instructions and a demonstration).

The results partially support the research hypotheses and suggest that post‐training self‐efficacy has a positive impact on customer satisfaction and ease of use. Ease of use, in turn, increased customer intention to reuse SSTs while decreasing technology anxiety.

The study has a relatively small sample size and only two training methods were tested. A control group should be included in future research.

As the first trial, the study investigated customers' post‐training self‐efficacy in SSTs by integrating training theories and SSTs studies. The results suggest service organizations use effective training programs to customers' participation in the service delivery process via SSTs. The study also explored customers' ease of use and technology anxiety in a single research. Different from previous SSTs studies, the current study suggest that ease of use and technology anxiety play various roles in customers' participation at SSTs encounters.