Search results

This paper critiques the recent anti‐money laundering (AML) legislation in Turkey and the European Union (EU) in order to determine whether there is convergence between them. Given the fact that Turkey is a candidate country for the EU membership, harmonisation of Turkish and the EU AML frameworks has become increasingly important. These AML laws pose important responsibilities for the financial and legal sectors.

In order to facilitate the evaluation process, the AML regimes examined are compared in regards to various aspects, such as criminalisation of money laundering, recording and reporting obligations, enforcement and sanctions mechanisms. Findings from activity reports from the regulatory bodies as well as semi‐structured interviews conducted with relevant professionals are incorporated into the discussion.

It can be argued that the Turkish AML regime is in line with the EU AML framework. However, there is a need for government authorities to coordinate their efforts with the relevant independent regulatory professional bodies that represent the liable professionals in Turkey. While it is evident that each national regime in the EU has adopted a unique AML framework, minimum standards provided by international (e.g. the Financial Action Task Force) and regional (e.g. EU) instruments have been the main driving force behind all national laws.

The involvement of professional regulatory bodies will enhance competence to monitor compliance and provide training mechanisms and guidance for liable professionals pertaining to AML regulations.

Effectiveness of AML initiatives will enhance with improved cooperation and communication between the executive, law enforcement agencies and businesses. This will improve the reporting of suspicious financial activities and subsequent enforcement.

The paper provides an up‐to‐date account of the Turkish legal regime pertaining to AML and demonstrates its shortcomings whilst assessing it against the EU AML framework. The findings of the study contribute to the existing literature and shed light on areas for reform.

Students’ use of blogging tools in learning environments is increasing across the world. The purpose of this paper is to contribute to the literature by examining the effects of relevant factors that engender satisfaction and positive impacts of the technology for learning.

A cross-sectional survey was used to collect data from 108 undergraduate students taking a management information systems course. The partial least squares technique of structural equation modelling was used to test the reliability and validity of the data, and the study’s hypothesised relationships or paths.

This study revealed that perceived enjoyment, compatibility, usefulness, ease of use, and confirmation have positive influence on students’ satisfaction with blog use. Perceived enjoyment had the greatest influence on students’ satisfaction with blog use for learning. Perceived impact on learning was positively influenced by perceived ease of use, enjoyment, and satisfaction.

A limited amount of empirical research has focussed on students’ perceptions of satisfaction and perceived impact on learning through blog use in higher educational contexts. This study adds to the growing literature in this area of study.

The current study investigates the factors influencing graduates’ perceived employability by utilizing the stimulus-organism-response theory, in the post pandemic era.

A quantitative approach was employed to examine the hypotheses of the research framework through partial least squares structural equation modelling (PLS-SEM) on the SmartPLS software.

The result indicates that course structure has a positive effect on students’ grit and community of inquiry (CoI). Also, students’ grit and CoI have a positive relationship with students’ performance, while students’ performance has a positive relationship with perceived employability. Moreover, students’ grit, CoI and students’ performance sequentially mediated course structure and perceived employability, whereas readiness and self-directed learning strengthen the relationship between students’ performance and perceived employability.

The findings will benefit university management, government and potential employers on how confident the student is in the chances of a future career after graduating from a higher institution.

Based on previous information systems/educational technology success models, the purpose of this paper is to establish a comprehensive, multidimensional model for assessing blog-based learning systems success.

Data collected from 240 blog-based learning systems users in the context of higher education were tested against the model using the structural equation modelling approach.

The results indicate the interrelationships between six system success variables: system quality, content quality, context and linkage quality, user satisfaction, system use, and learning performance. In particular, this study confirms that quality attributes positively affect user satisfaction, which in turn positively influences learning performance directly or indirectly through the mediation of system use.

This study is a pioneering effort to develop and validate a blog-based learning systems success model.