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E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems often fails. The purpose of this paper is to consider a range of barriers, impacting the success of e-learning implementations, yet to the best of the authors’ knowledge no conceptual framework is able to consolidate existing research.

This paper undertook an in-depth review of literature concerning e-learning implementation barriers. Papers were extracted from established peer-reviewed journals and open sources. Articles not related to e-learning implementation barriers were discarded. A total of 259 papers were identified, published between 1990 and 2016. Hermeneutics and data-driven qualitative content analysis was used to define 68 unique barriers.

The 68 unique barriers were thematically grouped into four conceptual categories, i.e. Technology (T), Individual (I), Pedagogy (P), and Enabling Conditions (EC). These four categories led to the conceptualization of “TIPEC” framework, which highlights the key concepts hindering e-learning implementation and delivery. Results show that most articles only consider a narrow range of success barriers.

The proposed TIPEC framework acts as a guide for education practitioners, system developers, policy makers, and researchers. It provides stakeholders with a summary of e-learning barriers.

This paper fulfils an identified need for a conceptual framework that consolidates all current research related to e-learning implementation barriers.

Most Higher Education Institutions (HEIs) have silos of distributed processes, which adds to the confusion and conflict concerning the Customer Relationship Management (CRM), desires, expectation and needs (DEN). Where possible, in order to maximise resource impact and minimise organisational disruption, HEIs should practically map these DEN to processes, roles, events, activities, channels, and technologies (PRE-ACTs) that already exist within the organisation. The paper iteratively considers use of additional practical approaches that need be considered in order to ensure that strategic HEI CRM DEN are effectively captured, and that the requirements are appropriately mapped to existing HEI activities.

Content from 27 JISC cases, 10 semi-structured interviews and three focus group sessions have been collected and analysed using thematic analysis to understand how to develop preliminary stage 2 steps and assess the applicability of the final CRM strategy orientation support (CRM-SOS) framework stage 2 methods.

The authors believe that this study provides substantial practical support to CRM implementation practitioners when analysing customer CRM desires, expectation, and needs requirements. The developing practical tools aim to 1) support practitioners better comprehend the multifaceted life cycles, needs, and requirements of HEI customers, and 2) aid in the planning and management of CRM change more effectively.

The paper is extending the recent research around CRM strategy in HEIs by proposing additional practical approaches that need be considered to ensure that strategic CRM are effectively captured. The paper also offers considerable practical support to CRM implementation practitioners when analysing customer CRM desires, expectation, and needs' requirements.

Coronavirus disease 2019 (COVID-19) has had global repercussions on use of e-learning solutions. In order to maximise the promise of e-learning, it is necessary for managers to understand, control and avoid barriers that impact learner continuance of e-learning systems. The technology, individual, pedagogy and enabling conditions (TIPEC) framework identified theoretical barriers to e-learning implementation, i.e. grouped into four theoretical concepts (7 technology, 26 individual, 28 pedagogy and 7 enabling conditions). This study validates the 26 theoretical individual barriers. Appreciating individual barriers will help the e-learning implementation team to better scope system requirements and help achieve better student engagement, continuation and ultimately success.

Data were collected from 344 e-learning students and corporate trainees, across a range of degree programs. Exploratory and confirmatory factor analysis was used to define and validate barrier themes. Comparison of results against the findings of Ali et al. (2018) allows comparison of theoretical and validated compound factors.

Results of exploratory and confirmatory factor analysis combined several factors and defined 16 significant categories of barriers instead of the 26 mentioned in the TIPEC framework.

Individual learner barriers, unlike technology and pedagogy barriers which can be directly identified and managed, appear abstract and unmanageable. This paper, considering implementation from the learner perspective, not only suggests a more simplified ontology of individual barriers but presents empirically validated questionnaire items (see Appendix) that can be used by implementation managers and practitioners as an instrument to highlight the barriers that impact individuals using e-learning factors. Awareness of individual barriers can help the content provider to adapt system design and/or use conditions to maximize the benefits of e-learning users.

The purpose of this paper is to explore the relationship between cognitive style, user personality and perceived multimedia quality.

This paper used Cognitive Style Analysis and an adapted Myers‐Briggs questionnaire to assess cognitive style and user personality respectively. It also used an adapted Quality of Perception metric to assess user‐perceived multimedia quality.

The research shows that personality type and user cognitive style affects information assimilation, self‐perceived achievement and student level of confidence.

This work suggests a number of practical recommendations to support the consideration of personality and cognitive style in preparation of educational multimedia material.

This paper provides consideration of personality and cognitive style, and the impact that they have on user multimedia perception.

Examines the potential of targeting the post‐55 age group, and assessing the viability of developing leisure facilities specifically for this market sector. Post‐55‐year‐olds represent a relatively affluent group within the general population, but their advancing years requires special consideration when developing leisure operations to meet their needs.

This paper aims to highlight the relationship between money laundering and the patterns of behaviour evident throughout the larger structural environment of the Swiss banking sector. In particular, the paper used HSBC as a prototype case of structural ritualisation to show that the normalisation of corrupt, unethical behaviour in the banking environment has shaped and influenced the behaviour and actions of the embedded group actors.

The paper used a content analysis methodological approach of media sources to collect data. The content analysis was categorised into six core ritualised symbolic practices (RSP) categories – corruption, reputation, blame, ignorance, regret and criticism.

The findings reveal that the highly ranked RSPs involving corruption, reputation, blame, regret, ignorance and criticism influence the embedded group’s patterns of behaviour, and they formed part of the cognitive script that dictated their behaviour and actions in the Swiss banking sector.

The paper added to the calls by Swiss policymakers for amendments to Swiss bank secrecy laws to reflect the changing landscape of international banking and finance.

This is the first paper of its kind to study ritualised illegal practices related to money laundering in the Swiss banking sector.

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.