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Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning.

A convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence.

Quantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC.

This is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.

Despite significant investment in e-procurement by many organisations, perceived failings in the quality of such technologies and of the support provided to use them – termed here e-procurement quality – continue to generate resistance from internal customers who must assimilate e-procurement into their daily routines. Hence, the purpose of this paper is to advance the understanding of e-procurement quality from an internal customer perspective and to develop, refine, and validate construct measures.

Research was undertaken in the UK and the Netherlands incorporating a literature review, a qualitative study with 58 interviews, a quantitative study with 274 survey respondents, and a replication study with 154 survey respondents.

Analysis reveals that e-procurement quality comprises five universally applicable dimensions: processing, content, usability, professionalism, and training. A sixth dimension, specification, appears to be applicable, but context specific.

The study represents one of the most extensive investigations of e-procurement quality to date and is the first to examine its underlying dimensional structure. The multi-item scales developed and validated using a mixed-methods process are suitable for theory building and testing, as well as providing useful diagnostic value to practitioners.