Internet self-efficacy does not predict student use of Internet-mediated educational technology

Two studies tested the hypothesis that use of learning technologies among undergraduate psychology students was associated with higher Internet self-efficacy (ISE). In Study 1, the ISE scores of 86 students were found not to be associated with either attitudes towards, or measured use of, blogs and wikis as part of an IT skills course. ISE was associated with time spent online, and positive attitudes to wikis were associated with higher use. Study 2 measured 163 students’ ISE scores at the beginning and end of the same course. ISE was again not correlated with attitudes towards, or actual measured use of, learning technologies used in the course. However, ISE was shown to increase during the course. Positive attitudes towards wikis and discussion boards were associated with higher use of each. Overall, ISE scores did not influence measured use of a Virtual Learning Environment (VLE, including blogs, wikis and a discussion board), or attitudes towards those technologies. This implies that while ISE is linked to aspects of online behaviour (time spent online) and can be modified by online activity or training, it does not predict student use of educational Internet technologies

Factors affecting faculty use of learning technologies: Implications for models of technology adoption

This study examines factors associated with the use of learning technologies by higher education faculty. In an online survey in a UK university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on their use of learning technologies along with barriers to their adoption. Principal components analysis suggested two main barriers to adoption: structural constraints within the University and perceived usefulness of the tools. Regression analyses indicated both these variables, along with Internet self-efficacy, were associated with use of online learning technology. These findings are more consistent with models of technology engagement that recognize facilitating or inhibiting conditions (unified theory of acceptance and use of technology; decomposed theory of planned behavior) than the classic technology acceptance model (TAM). Practical implications for higher education institutions are that while faculty training and digital literacy initiatives may have roles to play, structural factors (e.g., provision of resources and technical support) must also be addressed for optimal uptake of learning technologies

Language-free graphical signage improves human performance and reduces anxiety when working collaboratively with robots

As robots become more ubiquitous, and their capabilities extend, novice users will require intuitive instructional information related to their use. This is particularly important in the manufacturing sector, which is set to be transformed under Industry 4.0 by the deployment of collaborative robots in support of traditionally low-skilled, manual roles. In the first study of its kind, this paper reports how static graphical signage can improve performance and reduce anxiety in participants physically collaborating with a semi-autonomous robot. Three groups of 30 participants collaborated with a robot to perform a manufacturing-type process using graphical information that was relevant to the task, irrelevant, or absent. The results reveal that the group exposed to relevant signage was significantly more accurate in undertaking the task. Furthermore, their anxiety towards robots significantly decreased as a function of increasing accuracy. Finally, participants exposed to graphical signage showed positive emotional valence in response to successful trials. At a time when workers are concerned about the threat posed by robots to jobs, and with advances in technology requiring upskilling of the workforce, it is important to provide intuitive and supportive information to users. Whilst increasingly sophisticated technical solutions are being sought to improve communication and confidence in human-robot co-working, our findings demonstrate how simple signage can still be used as an effective tool to reduce user anxiety and increase task performance

What are the competences in information system required by managers? Curriculum development for management and public administration degrees

[EN] This paper analyzes the competences required by executives to manage information system, and consequently, the competences that must define the information system subjects in non-technical degrees, degrees, such as Public Administration or Business Management. This work reviews the literature about business managers competences on Information Technologies (IT) and compares the theory with the traditional body of knowledge about information systems taught at business schools. By analyzing the executives function, their role in the information system management, and, above, all the importance of their decisions in the effective integration of IT in business processes, this work proposes specific development in seven knowledge areas that facilitate the acquisition of these types of executive competencesDevece Carañana, CA.; Peris-Ortiz, M.; Rueda Armengot, C. (2016). What are the competences in information system required by managers? Curriculum development for management and public administration degrees. Technology, Innovation and Education. 2(10):1-9. doi:10.1186/s40660-016-0016-2S19210Bassellier G, Benbasat I (2004) Business competence of IT professionals: conceptual development and influence on IT-business partnerships. MIS Q 28(4):673–694Bassellier G, Reich BH, Benbasat I (2001) Information technology competence of business managers: a definition and research model. J Manag Inf Syst 17(4):159–182Bassellier G, Benbasat I, Reich BH (2003) The influence of business managers’ IT competence on championing IT. Inf Syst Res 14(4):317–336Bettiol M, Di Maria E, Finotto V (2012) Marketing in SMEs: the role of entrepreneurial sensemaking. Int Entrep Manag J 8(2):223–248Boyatzis RE (1982) The competent manager a model for effective performance. Wiley, New YorkBoynton AC, Zmud RW, Jacobs GC (1994) The influence of IT management practice on IT use in large organizations. MIS Q 18(3):299–318Broadbent M, Weill P (1993) Improving business and information strategy alignment: learning from the banking industry. IBM Syst J 32(1):162–179Brown CV, Magill SL (1994) Alignment of the IS functions with the enterprise: toward a model of antecedents. MIS Q 18(4):371–403Busch EA, Jarvenpaa SL, Tractinsky N, Glick WH (1991) External versus internal perspectives in determining a firm’s progressive use of information technology. Proceedings of the 12th International Conference on Information Systems, New York, 1991:239–250Camisón C (2002) On the relevance of industry, competitive scope, strategic group, size and distinctive competences construct on explaining of organizational performance. Universitat jaume I, Castellón (Working Paper 1–02,Research Group on Strategy, Knowledge Management and Organizational Learning)Castanias RP, Helfat CE (1991) Managerial resources and rents. J Manag 17:155–171Cegarra-Navarro JG, Sánchez-Vidal ME, Cegarra-Leiva D (2011) Balancing exploration and exploitation of knowledge through an unlearning context: an empirical investigation in SMEs. Manag Decis 49(7):1099–1119Chan YE, Reich BH (2007) IT alignment: what have we learned? J Inf Tech 22:297–315Chan YE, Sabherwal R, Thatcher JB (2006) Antecedents and outcomes of strategic IS alignment: an empirical investigation. IEEE Trans Eng Manag 51(3):27–47Croteau AM, Bergeron F (2001) An information technology trilogy: business strategy, technological deployment and organizational performance. J Strateg Inf Syst 10:77–99Crowston K, Myers MD (2004) Information technology and the transformation of industries: three research perspectives. J Strateg Inf Syst 13(1):5–28Dent-Micallef A, Powell T (1998) Technologies de l’information: nécessités stratégiques ou sources d’avantage concurrentiel? Une étude empirique dans le secteur de la distribution aux Etats-Unis. Rev Can Sci Adm 15(1):39–64Devece C (2013) The value of business managers’ ‘information technology’ competence. Serv Ind J 33(7/8):720–733Doll WJ, Torkzadeh G (1987) The relationship of MIS steering committee to size of firm and formalization of mis planning. Commun ACM 30(11):972–978Earl MJ (1996) The risks of outsourcing IT. Sloan Manag Rev 37(3):26–32European Commission (2015) ECTS Users’ Guide 2015. Publications Office of the European Union, Luxembourg. doi: 10.2766/87592Hambrick DC, Brandon G (1988) Executive values. In: Hambrick DC (ed) The executive effect: concepts and methods for studying top managers. JAI Press, GreenwichHambrick DC, Mason PA (1984) Upper echelons: the organization as a reflection of its top managers. Acad Manag Rev 9(2):193–206Hotho S, Champion K (2011) Small businesses in the new creative industries: innovation as a people management challenge. Manag Decis 49(1):29–54Jarvenpaa SL, Ives B (1991) Executive involment and participation in the management of IT. MIS Q 15(2):52–69Lado AA, Wilson MC (1994) Human resource systems and sustained competitive advantage: a competency-based perspective. Acad Manag Rev 19(4):699–727Lado AA, Boyd NG, Wright P (1992) A competency-based model of sustainable competitive advantage: toward a conceptual integration. J Manag 18(1):77–91Lederer AL, Mendelow AL (1988) Information systems planning: top management takes control. Bus Horiz 31(3):73–78Oh W, Pinsonneault A (2007) On the assessment of the strategic value of information technologies: conceptual and analytical approaches. MIS Q 31(2):239–265Osbaldeston M, Barham K (1992) Using management development for competitive advantage. Long Range Plan 25(6):18–24Penrose ET (1959) The theory of the growth of the firm. Basil Blackwell, OxfordReich BH, Benbasat I (1996) Measuring the linkage between business and information technology objectives. MIS Q 20(1):55–81Reich BH, Benbasat I (2000) Factors that influence the social dimension of alignment between business and information techonology objectives. MIS Q 24(1):81–113Riegner C (2007) Word of mouth on the web: the impact of web 2.0 on consumer purchase decisions. J Advert Res 47(4):436–447Rockart JF (1988) The lines takes the leadership. Sloan Manag Rev 29(4):57–64Sabherwal R, Chan YE (2001) Alignment between business and IS strategies: a study of prospectors, analyzers, and defenders. Inf Syst Res 12(1):11–33Sanchez R, Heene A, Thomas H (1996) Towards the theory and practice of competence-based competition. In: Sanchez R, Heene A, Thomas H (eds) Dynamics of competence-based competition: theory and practice in the new strategic management. Elsevier, London, pp 1–35Senge PM (1990) The fifth discipline: the age and practice of the learning organization. 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Global blood miRNA profiling unravels early signatures of immunogenicity of Ebola vaccine rVSVΔG-ZEBOV-GP

The vectored Ebola vaccine rVSVΔG-ZEBOV-GP elicits protection against Ebola Virus Disease (EVD). In a study of forty-eight healthy adult volunteers who received either the rVSVΔG-ZEBOV-GP vaccine or placebo, we profiled intracellular microRNAs (miRNAs) from whole blood cells (WB) and circulating miRNAs from serum-derived extracellular vesicles (EV) at baseline and longitudinally following vaccination. Further, we identified early miRNA signatures associated with ZEBOV-specific IgG antibody responses at baseline and up to one year post-vaccination, and pinpointed target mRNA transcripts and pathways correlated to miRNAs whose expression was altered after vaccination by using systems biology approaches. Several miRNAs were differentially expressed (DE) and miRNA signatures predicted high or low IgG ZEBOV-specific antibody levels with high classification performance. The top miRNA discriminators were WB-miR-6810, EV-miR-7151-3p, and EV-miR-4426. An eight-miRNA antibody predictive signature was associated with immune-related target mRNAs and pathways. These findings provide valuable insights into early blood biomarkers associated with rVSVΔG-ZEBOV-GP vaccine-induced IgG antibody responses

Disbenefits of accidents in the home and ways of obtaining estimates of them

SIGLELD:D47718/83 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

A path analytic study of determinants of information system usage

Acceptance and voluntary use of information technology by employees are considered by many to be necessary for organizational success. This may be facilitated by careful planning and implementation of computer user training as part of the systems development process. Although much research has focused on user involvement in the development of applications and the impact of this involvement on user satisfaction and system usage, little research has been done on the relationships between computer user training and user involvement, user satisfaction, or system usage. Using 282 survey responses, this article explores the relationships of computer user training to user involvement, user satisfaction, user confidence, and system usage. The results of a path analysis suggest that computer user training impacts system usage through user satisfaction and user confidence. Further research questions in this domain are discussed.end-user computing computer user training system usage user involvement user satisfaction

The measurement of end-user software involvement

User involvement in the design of computer-based information systems is broadly accepted as one of the essential principles of information systems development. The MIS literature has devoted considerable attention to the relationship between user involvement and MIS success. In reviewing this literature, Ives and Olson find that user involvement research is characterized by weak measures and conflicting results. They contend that the lack of a conceptual foundation to guide measurement development and the absence of a rigorous program of measurement validation limit our understanding of the nature and efficacy of user involvement. In the near future, much of the use of computers by non-data processing processionals will be conducted in an end-user computing environment. This paper describes efforts to develop an instrument for measuring end-user involvement in the development of a specific application. A factor analysis reveals three dimensions of end-user involvement identified as systems analysis, implementation, and administration. Discriminant validity of these factors is assessed. Using partial correlation, the relative efficacy of involvement in systems analysis vis-à-vis implementation or administration is examined. The results suggest an eight item involvement scale that focuses on project initiation and systems analysis activities. Evidence of the instrument's reliability and validity by nature and type of application is presented.measurement user involvement participation systems analysis end-user computing end-user involvement