Shilpa Sharma Bhaskar and Shikha N. Khera
The purposes of this paper is to first explore, and describe positive discretionary risky-service behaviour (DRSB) of customer-contact service providers in relational context and…
Abstract
Purpose
The purposes of this paper is to first explore, and describe positive discretionary risky-service behaviour (DRSB) of customer-contact service providers in relational context and second to model the antecedents of such actions.
Design/methodology/approach
Employed an exploratory qualitative approach and purposive sampling. The authors gather data from field interview of 35 relationship managers in private and public banks in India. Grounded theory method using analytic induction approach was employed.
Findings
Existing studies and field interviews are used to forward the notion of “DRS behaviour” denoting employee service behaviour that is discretionary as it is work beyond what could reasonably be expected from an employee's job role and risky in a sense that it is outside the specific rules and processes incorporated in the formal service process document. Data reveal the existence of DRS behaviour in banks. A definition of DRS behaviour is forwarded and a range of antecedents proposed.
Research limitations/implications
To explore the generalizability of results replications among bank employees (relationship managers) in other countries (with more regulatory banking environments) required. While the exploratory data suggest the general antecedents of DRS, the specific propositions have not been tested.
Practical implications
The paper includes implications for the management and advancement of employee-customer relationship such as employee's traits, reward structure, and system for monitoring employee-customer relationship strength.
Originality/value
The main contribution of the study is relationship antecedent, which may be taken as a starting point for relationship advancement research.
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Shilpa Bhaskar Mujumdar, Haridas Acharya, Shailaja Shirwaikar and Prafulla Bharat Bafna
This paper defines and assesses student learning patterns under the influence of problem-based learning (PBL) and their classification into a reasonable minimum number of classes…
Abstract
Purpose
This paper defines and assesses student learning patterns under the influence of problem-based learning (PBL) and their classification into a reasonable minimum number of classes. Study utilizes PBL implemented in an undergraduate Statistics and Operations Research course for techno-management students at a private university in India.
Design/methodology/approach
Study employs an in situ experiment using a conceptual model based on learning theory. The participant's end-of-semester GPA is Performance Indicator. Integrating PBL with classroom teaching is unique instructional approach to this study. An unsupervised and supervised data mining approach to analyse PBL impact establishes research conclusions.
Findings
The administration of PBL results in improved learning patterns (above-average) for students with medium attendance. PBL, Gender, Math background, Board and discipline are contributing factors to students' performance in the decision tree. PBL benefits a student of any gender with lower attendance.
Research limitations/implications
This study is limited to course students from one institute and does not consider external factors.
Practical implications
Researchers can apply learning patterns obtained in this paper highlighting PBL impact to study effect of every innovative pedagogical study. Classification of students based on learning behaviours can help facilitators plan remedial actions.
Originality/value
1. Clustering is used to extract student learning patterns considering dynamics of student performances over time. Then decision tree is utilized to elicit a simple process of classifying students. 2. Data mining approach overcomes limitations of statistical techniques to provide knowledge impact in presence of demographic characteristics and student attendance.
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Mohd. Abass Bhat, Chandan Kumar Tiwari, Preeti Bhaskar and Shagufta Tariq Khan
Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this study aims to explore the factors influencing educators’ acceptance and utilization of chat…
Abstract
Purpose
Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this study aims to explore the factors influencing educators’ acceptance and utilization of chat generative pretrained transformer (ChatGPT) in the context of higher educational institutions. This study additionally examines the moderating influence of trust on the association between intention and adoption of ChatGPT.
Design/methodology/approach
A structured questionnaire was disseminated to 1,214 educators following the purposive sampling method. The hypothesized relationships between the extended UTAUT model constructs and ChatGPT adoption were examined using structural equation modeling.
Findings
The results of this study indicate positive impact of ChatGPT adoption and its use behavior (UB) among educators. Performance expectancy, effort expectancy, hedonic motivation, facilitating conditions and habit have a positive impact on behavior intention to use this tool among educators in higher education institutions, However, the educators intend to use ChatGPT in a personal capacity and are negatively influenced by the social groups. Moreover, behavior intention to adopt ChatGPT has a larger effect on the UB due to the higher involvement of trust.
Practical implications
This research adds to the literature on technology adoption by emphasizing the significance of trust in the adoption of emerging technologies, such as big language models. This study’s findings have implications for ChatGPT technology developers, legislators and academics considering the implementation of ChatGPT for teaching and research.
Originality/value
This research investigates ChatGPT adoption among higher education educators using the UTAUT model. It emphasizes the role of trust in adoption, highlights key adoption factors and reveals a paradox: educators are personally inclined to use ChatGPT but hesitant due to negative social influence. This study's novelty lies in its focus on trust and its implications for developers, legislators and educators, offering valuable insights for integrating ChatGPT in education.
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The case illustrates the social entrepreneurial journey of Ramdev who developed Patanjali Yogpeeth as a successful enterprise that provides low-cost physical and mental treatment…
Abstract
Synopsis
The case illustrates the social entrepreneurial journey of Ramdev who developed Patanjali Yogpeeth as a successful enterprise that provides low-cost physical and mental treatment through the ancient science of yoga. The case provides a perspective on the reasons for the success of Patanjali as a social brand in such a small time scale and also addresses the controversies associated with it.
Research methodology
Using secondary sources, the study describes the philosophy, infrastructure, innovations, marketing and promotional practices of the organization. It also seeks answers to the challenges faced by the social entrepreneur to fulfill his social mission.
Relevant courses and levels
The case is best suited for courses on entrepreneurship, social entrepreneurship and marketing of non-profit organization in both MBA and executive programs. Students who have an interest in starting their own venture or social enterprise will find it more relevant and interesting.
Tuba Kamal and Asheref Illiyan
Coronavirus disease 2019 (COVID-19) outbreak has impacted catastrophically every sector of the economy throughout the world. And, the education sector is not leftover from the…
Abstract
Purpose
Coronavirus disease 2019 (COVID-19) outbreak has impacted catastrophically every sector of the economy throughout the world. And, the education sector is not leftover from the devastating effects of lockdown, especially in South Asia. It has led to the prolonged closure of schools/universities, subsequently, traditional teaching expeditiously transformed into online teaching. In the light of the events, this study is pertinent to examine teachers’ perceptions of online teaching and the obstacles they face in online teaching during this pandemic.
Design/methodology/approach
The research takes a quantitative and sample survey approach. A Google Form Questionnaire was used to obtain a sample of 200 Delhi school teachers in March and April 2021. Data were analyzed in SPSS by using Descriptive Statistics, Factor Analysis, Reliability and Chi-Square test, etc.
Findings
The result of the study indicates that on average, teachers have a positive perception about virtual teaching amid COVID-19 for reducing the learning gap and shaping pupils’ future during the crisis. Nevertheless, they encountered several obstacles in online teaching such as technical obstacles, difficulties in online exams and assessment, etc.
Practical implications
The findings of this study would persuade educational institutions and policymakers for enhancing the quality of online teaching by embracing the newest instructional strategies and providing continuous training to teachers.
Originality/value
Several studies described obstacles confronted by instructors in virtual teaching in higher education during the Coronavirus while disregarding the perception and challenges of school teachers toward e-learning in an ongoing outbreak. The present study replenishes this gap.