Tariq Ahmed, Ijaz Ur Rehman and Bruno S. Sergi
Understanding and predicting the emergence of venture initiation entails research to explore the antecedents of entrepreneurial intention (EI) and behavior. This book chapter aims…
Abstract
Understanding and predicting the emergence of venture initiation entails research to explore the antecedents of entrepreneurial intention (EI) and behavior. This book chapter aims to provide an overview on the role of exogenous factors (entrepreneurship education), contextual and environmental factors (perceived entrepreneurial motivators and barriers) in developing EIs and behavior among the university graduates. It also highlights the different strands of opinion and research on the role that formal entrepreneurship programs may (or may not) play in developing EI and action. This book chapter further provides some developments on the factors mentioned above among the different Asian countries while using Global Entrepreneurship Monitor (GEM). Since 1999 GEM reports have been a key source of comparable data across a large variety of countries on attitudes toward entrepreneurship, start-up, established business activities, and aspirations of entrepreneurs for their businesses.
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The purpose of this paper is to examine the roles of task-technology fit (TTF), learning-technology fit (LTF) and cognitive absorption (CA) in determining medical professionals’…
Abstract
Purpose
The purpose of this paper is to examine the roles of task-technology fit (TTF), learning-technology fit (LTF) and cognitive absorption (CA) in determining medical professionals’ cloud-based electronic learning (e-learning) system continuance intention and performance outcomes and evaluate whether medical professionals’ perceived impact on learning can affect their perceived impact on tasks within medical institutions.
Design/methodology/approach
Sample data for this study were collected from medical professionals at six hospitals in Taiwan. A total of 600 questionnaires were distributed, and 373 (62.2%) usable questionnaires were analyzed using structural equation modeling in this study.
Findings
In this study, medical professionals’ perceived TTF and LTF as antecedents to their cloud-based e-learning continuance intention and performance outcomes were validated, and medical professionals’ perceived impact on learning had a positive effect on their perceived impact on tasks. Synthetically speaking, this study’s results strongly support the research model with all hypothesized links being significant.
Originality/value
It is particularly worth mentioning that this study introduces a new construct, “LTF,” to conceptualize, define and measure it, and further contributes to the application of capturing both expectation–confirmation model and CA (i.e. an intrinsic motivator) for completely explaining medical professionals’ perceived TTF and LTF as external variables to their cloud-based e-learning continuance intention and performance outcomes.
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Jane E. Klobas, Tanya J. McGill, Sedigheh Moghavvemi and Tanuosha Paramanathan
The purpose of this paper is to present brief YouTube life stories to learn about how extensive users experience YouTube use and manage (or fail to manage) their use. It also…
Abstract
Purpose
The purpose of this paper is to present brief YouTube life stories to learn about how extensive users experience YouTube use and manage (or fail to manage) their use. It also explores the consequences of different types of extensive use.
Design/methodology/approach
In this paper, a biographical approach was used. Nine students who used YouTube for two or more hours every day were guided to tell life stories of their introduction to YouTube, subsequent use and critical events associated with YouTube use. Thematic analysis distinguished between non-problematic, compulsive and addicted users. Three single case life stories illustrate the experiences of users in each category.
Findings
These extensive YouTube users tell similar stories of informal learning from early interaction with the platform. For some, extensive YouTube use became problematic; for others, it remained functional. Similar to other social platforms, users unable to regulate use became compulsive users and some users can become addicted. While the symptoms of YouTube addiction are similar to other online addictions, compulsive YouTube use is driven more by algorithm-generated content chaining than overt social interaction.
Originality/value
The paper introduces life stories as a way to present case studies of social media use. The distinction between extensive, but functional, and problematic YouTube use illustrates how extensive social media use is not necessarily dysfunctional. User education for self-regulation of YouTube use is recommended.
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Laurel A. Clyde and Jane E. Klobas
Examines changes in experience and confidence among students taking their first Internet course at university between 1994 and 2000 in a country with high Internet use. Time…
Abstract
Examines changes in experience and confidence among students taking their first Internet course at university between 1994 and 2000 in a country with high Internet use. Time series show that the number of participants who had used the Internet before commencing university has increased so it is now rare to encounter a student with no prior experience. While almost all new students are experienced and confident users of e‐mail and the WWW, not all have used search engines, and exposure to new and advanced tools is limited. Very few have built a Web page. The first Internet course at universities in countries with high Internet penetration should develop students’ understanding of the Internet as it is used in everyday life by developing knowledge of the Internet’s history and development, advanced skills in Internet use, and the knowledge required to evaluate the potential of new Internet technologies and applications.
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Jane E. Klobas and Laurel A. Clyde
Examines social influences on Internet use and training based primarily on the results of longitudinal research with adult Internet trainees in Iceland. The authors briefly…
Abstract
Examines social influences on Internet use and training based primarily on the results of longitudinal research with adult Internet trainees in Iceland. The authors briefly discuss the theoretical context before outlining the research and its findings. Social influences included the effect of family and friends, employers, professional colleagues, the media, and a general sense that, increasingly, “everybody” is expected to be able to use the Internet. In this context, librarians and the managers of libraries and information services are experts who are best placed to exert their influence on attitudes to the Internet by providing recommendations, demonstrations, and training about the Internet as a source of information and knowledge.
According to expectation–confirmation model (ECM) and task-technology fit (TTF) model, the purpose of this paper is to examine the role of TTF in students’ cloud-based e-learning…
Abstract
Purpose
According to expectation–confirmation model (ECM) and task-technology fit (TTF) model, the purpose of this paper is to examine the role of TTF in students’ cloud-based e-learning continuance and evaluate whether TTF affects students’ perceived impact on learning of the cloud-based e-learning system within the educational institution.
Design/methodology/approach
Sample data for this study were collected from students enrolled in a comprehensive university in Taiwan. A total of 500 questionnaires were distributed in the campus, and 391 (78.2 percent) usable questionnaires were analyzed using structural equation modeling in this study.
Findings
This study’s results verified that both task characteristics and technology characteristics affected students’ perceived TTF, which significantly contributed to their perceived usefulness, confirmation and satisfaction with the cloud-based e-learning system, and these in turn directly or indirectly led to their continuance intention of the system and perceived impact on learning; essentially, the results strongly supported the research model integrating ECM and TTF model via positioning key constructs as the drivers with all hypothesized links being significant.
Originality/value
This study contributes to an understanding of the TTF in explaining students’ cloud-based e-learning continuance that is difficult to explain with only their utilitarian perception of the cloud-based e-learning system, and further places considerably more emphasis upon students’ perceived impact on learning greatly driven by their TTF in the system. Thus, this study’s empirical evidence on incorporating ECM and TTF model can shed light on the outcome for cloud-based e-learning continuance and enhance better understanding of a richer post-adoption model.
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Mehwish Waheed, Jane E Klobas and NoorUl Ain
Examines how perceived knowledge quality influences researchers' satisfaction with academic social media (ASM) site use, perceived learning from use, and loyalty toward the site.
Abstract
Purpose
Examines how perceived knowledge quality influences researchers' satisfaction with academic social media (ASM) site use, perceived learning from use, and loyalty toward the site.
Design/methodology/approach
Built upon the theoretical grounding of the information system success framework, it was hypothesized that satisfaction, perceived learning, and loyal behavior toward an ASM site are all functions of the perceived quality of knowledge obtained. Data were collected by online survey from 348 researchers registered on ResearchGate and subjected to SmartPLS structural equation modeling, bootstrapping, and blindfolding.
Findings
The hypothesized relationships were supported. Perceived knowledge quality significantly influences researchers' satisfaction with ASM site use, and satisfaction affects perceived learning and researchers' loyalty with the ASM site.
Research limitations/implications
Identification of the relationship between perceived knowledge quality and ASM site success extends the study of ASM sites from description of usage patterns to understanding the effect of content quality on important outcomes of use.
Practical implications
ASM sites rely on the quality of knowledge contributed by their members for satisfaction, loyalty, and perceptions of value. The ongoing success of an ASM requires directed attention to quality knowledge provision.
Originality/value
This paper contributes a simplified DeLone & McLean information system success framework for studies of content quality. It also provides fresh insights into ASM site usage through a focus on the role of perceived knowledge quality in forming satisfaction, learning, and loyalty.
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Yong Jeong Yi, Soeun You and Beom Jun Bae
The purpose of this paper is to investigate the factors that influence college students’ smartphone use for academic purposes by identifying the task-technology fit (TTF) of…
Abstract
Purpose
The purpose of this paper is to investigate the factors that influence college students’ smartphone use for academic purposes by identifying the task-technology fit (TTF) of smartphones. A research model is proposed to explain how TTF of smartphones affects college students’ perceived academic performance and smartphone use.
Design/methodology/approach
Online surveys were administered to college students at a South Korean university that has offered online academic services for more than five years, and 1,923 valid responses were analyzed. The study used partial least squares path modeling to evaluate the measurement model, and the bootstrapping technique to test the significance of the hypotheses.
Findings
The findings highlight that the TTF of smartphones has a direct influence on students’ perceptions of performance impact and an indirect influence on smartphone use through a precursor of utilization, such as attitude toward smartphone use, social norms and facilitating conditions.
Research limitations/implications
Despite a reasonably large sample, a single cross-sectional survey has a likelihood of selection bias in the sample.
Practical implications
This study applies the TTF model to smartphone use among college students and suggests an effective way to motivate them to use mobile technologies for their academic activities.
Originality/value
The present study develops an empirical model to assess the adoption of smartphones and its effect on college students’ academic performance. Above all, the study identifies a causal relationship among TTF, precursor of utilization, smartphone use and a perceived impact on academic performance based on the development and validation of the TTF constructs of smartphones.