Ronald E. Goldsmith and Elizabeth B. Goldsmith
Tests ten hypotheses describing characteristics that distinguish consumers who have purchased apparel online from those who have not. A sample of 263 men and 303 women students…
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Tests ten hypotheses describing characteristics that distinguish consumers who have purchased apparel online from those who have not. A sample of 263 men and 303 women students completed a survey that measured their online and offline buying behavior, attitudes and predispositions. The results showed that the 99 online apparel buyers had more online buying experience in general. Online buyers did not differ from non‐buyers in their belief in how cheap buying online is, in their overall enjoyment of shopping, or in how often they bought clothing by any means. The demographic variables of age, sex and race were unrelated to online apparel buying. A further analysis showed that the online buyers used the Internet more hours per week and were more likely to buy online in the future than non‐buyers. The findings are consistent with previous studies of consumer Internet behavior and with consumer theory and provide guidance for e‐commerce apparel strategies.
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Elizabeth Goryunova and Daniel M. Jenkins
While scholars recognize that digital technology is a major tool employed by contemporary learners to access knowledge, its full capacity is yet to be utilized. This paper…
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While scholars recognize that digital technology is a major tool employed by contemporary learners to access knowledge, its full capacity is yet to be utilized. This paper investigates opportunities to increase individual learning engagement and knowledge retention in higher education and corporate environments through integrating educational content with innovative digital technology. Currently, within commonly adopted e-learning platforms, the most utilized online content delivery and student progress assessment tools in leadership education appear to be discussion-based instruction, along with written assignments, and research projects (Jenkins, 2016). To inform leadership educators’ choice in innovative tools for increased effectiveness of instruction, this paper shares an experience of delivering integrated global leadership education pedagogical content (i.e., cross-cultural competency instruction for graduate management class at a U.S.-based public university) within a gamified real-time multiuser learning platform—MyAltis—and discusses implications for leadership education.
The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and…
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The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills related to retrieving, using, and evaluating information. This review, the sixteenth to be published in Reference Services Review, includes items in English published in 1989. A few are not annotated because the compiler could not obtain copies of them for this review.
William H. Mobley and Elizabeth Weldon
While the term “competency” is widely used, and widely criticized, we use it here, in agreement with Spencer and Spencer (1993) as an underlying characteristic of an individual…
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While the term “competency” is widely used, and widely criticized, we use it here, in agreement with Spencer and Spencer (1993) as an underlying characteristic of an individual (motive, trait, self-concept, knowledge, skill) that is causally related to superior performance in a job or situation. As Fig. 1 shows, we believe there are both universal leadership competencies and context-specific competencies that contribute to effective global leadership. David Campbell's chapter in this volume argues for nine universal competencies of global leadership, all nine needing to be present for an organization to be sustainable and an international leader to be effective. This fits with other experts who believe in universal competences. Morgan McCall and George Hollenbeck (2002) could not resist the urge to identify seven common competencies among the international executives in their research. For another example, Goldsmith, Greenberg, Robertson, and Hu-Chan (2003) concluded that there are 14 core competencies for future global leadership.
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