Nouzha Harrati, Imed Bouchrika and Zohra Mahfouf
The purpose of this paper is to explore the relationship between the perceived performance, software usability, and attitude of academics to use online technology to perform their…
Abstract
Purpose
The purpose of this paper is to explore the relationship between the perceived performance, software usability, and attitude of academics to use online technology to perform their tasks in the academic context.
Design/methodology/approach
The paper assesses the acceptance and utilization of university lecturers for an online educational system using the technology-to-performance chain model. The evaluation process is conducted via an online survey which is administered to 180 university staff meanwhile objective measurements describing the actual utilization are considered during the analysis. Partial least squares path modeling is used in this study in tandem with other statistical methods to test the significance and influence of different constructs and factors related to the user.
Findings
The usability of information systems plays a crucial role compared to the attitude and social norms for lecturers to actually utilize technological products. Meanwhile, the TTF is observed to have more influence than the actual utilization for the perceived impact on performance. For the individual’s characteristics, the study indicates that the age is an influential factor on the utilization and performance in contrast to the gender which has a marginal impact.
Originality/value
The study describes a model to assess the acceptance of technology by academics based on combining self-reported data and objective quantitative measures which describe the actual utilization of the user. Further, the usability estimated using the well-known System Usability Scale is integrated within the developed model to reflect the ease of use for technology. Further, covariate analysis is conducted to explore how different types of users interact and react to educational systems for different factors including age, gender, academic qualifications and experience.
Details
Keywords
Ashly Pinnington, Hazem Aldabbas, Fatemeh Mirshahi and Tracy Pirie
This study aims to investigate the relationship between different organisational development programmes (360-degree feedback; Coaching; Job assignment; Employee assistance…
Abstract
Purpose
This study aims to investigate the relationship between different organisational development programmes (360-degree feedback; Coaching; Job assignment; Employee assistance programmes; On-the-job training; Web-based career information; Continuous professional development; External education provision) and employees’ career development. The implications of the moderating effects of gender on the relationships between these eight organisational programmes and career development are assessed.
Design/methodology/approach
To examine hypothesised relationships on eight organisational programmes and career development, this paper computed moderated regression analyses using the PROCESS macro (3.5), for a two-way analysis of variance (Hayes, 2018). The data collected are based on a survey sample of employees (n = 322) working in Scotland.
Findings
Two main findings arose from this empirical study. First, there are significant direct relationships between seven out of the eight organisational development programmes and their influences on employees’ career development. Second, gender is a significant moderator for four of the programmes’ relationship with career development, namely, coaching, web-based career information, continuous professional development and external education provision. However, gender failed to moderate the four other programmes’ (i.e. 360-degree feedback, job assignment, employee assistance programmes and on-the-job training) relationship with career development.
Originality/value
This paper concludes that closer attention should be given to the organisational design of these development programmes and consideration of potential gender differences in employees’ perception of their importance for career development in their organisation. To date, the majority of research in the literature has concentrated on the impact of training on career development, so this study contributes to the body of knowledge on a set of organisational development programmes and their effect on career development moderated by gender.