An E-Readiness Assesment Framework and Two Field Studies

Although e-business is increasingly important to companies competing in global markets, rushed and ineffective implementation of e-business in companies results in valuable resources being wasted without achieving significant tangible benefits. To minimize risks and maximize potential benefits in e-business implementation, a company needs to know to what degree it is ready for e-business and in what aspects it needs to improve itself before implementing e-business. Although a few e-readiness assessment models are used in practice, relatively little is published in academic research journals on this issue. Further, the current practical e-readiness assessment models are largely based on the experience of e-business implementation in developed countries. Given the key differences between developed and developing countries, e-business implementation in developing countries could be different from that in developed countries. This paper proposes an e-readiness assessment framework from the perspective of developing countries. The assessment framework contains five hierarchical levels, including 67 specific assessment indicators. Two field studies were conducted to illustrate and test the usability of the proposed e-readiness assessment framework in 21 retail companies of China

Ghana Market Assessment: Market-Based Provision of Water at the Community Level

This market assessment evaluates the potential for decentralized market-based approaches to sustainable safe water service, focusing on the poor in rural communities and small towns in Ghana that are not supplied or connected by municipal schemes to safe water. Insights drawn from desktop analyses, field-based research, financial modeling, and engagement of water sector stakeholders are used to identify key barriers and propose solutions

Time and Energy Managed Operations (TEMO): Cessna Citation II Flight Trials

From 9-26 October 2015 the Netherlands Aerospace Centre (NLR) in cooperation with Delft University of Technology (DUT) has executed Clean Sky flight trials with the Cessna Citation II research aircraft. The trials consisted of several descents and approaches at the Eelde airport near Groningen, demonstrating the TEMO (Time and Energy Managed Operations) concept developed in the Clean Sky Joint Technology Initiative research programme as part of the Systems for Green Operations (SGO) Integrated Technology Demonstrator. A TEMO descent aims to achieve an energy-managed idle-thrust continuous descent operation (CDO) while satisfying ATC time constraints, to maintain runway throughput. An optimal descent plan is calculated with an advanced on-board real-time aircraft trajectory optimisation algorithm considering forecasted weather and aircraft performance. The optimised descent plan was executed using the speed-on-elevator mode of an experimental Fly-By-Wire (FBW) system connected to the pitch servo motor of the Cessna Citation II aircraft. Several TEMO conceptual variants have been flown. It has been demonstrated that the TEMO concept enables arrival with timing errors below 10 seconds. The project was realised with the support of CONCORDE partners Universitat Politècnica de Catalunya (UPC) and PildoLabs from Barcelona, and the Royal Netherlands Meteorological Institute (KNMI).Peer ReviewedPostprint (published version

Gartner Model and Partial Least Square Regression for Evaluation the Maturity Level E-Government Public Services in Provincial Papua

Governance in Indonesia in the era of technology 4.0 is required to follow changes and accommodate every community's aspirations quickly. The level of participation and become an advantage of E-government in breaking the divide between the government and the people in Indonesia. The level of public participation that continues to increase if it is open makes E-Government much needed in Indonesia. However, there are still many government information systems that are created and implemented that do not work optimally both in regional and central governments. The purpose of this research is to provide basic data, follow-up data, and all that is needed for the development of an E-Government strategy. Measuring the maturity level of E-government is needed to determine the extent of the implementation of E-Government in Papua Province. The model used to measure the level of maturity in the study is the Gartner Model. Gartner's model suggests four critical phases of e- government evolution: web presence, interaction, transaction, and transformation. The research methodology uses a questionnaire and the calculation uses the average score of each dimension. To find out the relationship between the dimensions and the criteria used the Partial Least Square method. The results of the research that the maturity level of E-Government is 4.06 (predictable process). The dimensions of transformation and usability affect public participation in using e-government in Papua Province

The Effect Of “PLANS” Training Towards Career Maturity Of Senior High School Students

Career maturity is defined as the maturity of attitudes and competencies related to career decision making. Based on the problems found in preliminary studies showed that many students of class XII were confused in the selection of majors for advanced study at university . This suggests that many students of class XII who has a career that is still lacking maturity . PLANS training was given to students of class XI N tutoring with the goal of improving career maturity . The hypothesis of this study was PLANS training to increase the maturity of career guidance to students studying in class XI N . The experiment design used Untreated Control Group Design with Dependent Pretest and Posttest Samples. In this study, the independent variable is PLANS training , while the dependent variable is the career maturity . Training subjects were 30 students ( 15 experimental group and 15 control group ) . Scale research instrument is the attitude of career maturity and career maturity competency test . Results of ANOVA analysis of the mixture showed a change from pretest to posttest scores were significant in the experimental group and the control group there was no significant change . The contribution of this training is equal to 40.4 % for the attitude domain  and 62.5 % for the domain of career maturity competence

The Development and Assesment Talent Mapping E-module for Elementary School

The development of students' creativity should be adjusted to their talents so that teachers at schools need to have guidelines for mapping children's talents. This study is conducted to develop and assess the E-module on mapping the talents of elementary students in Aceh. The Design Development Research (DDR) research uses the Alessi and Trolip instructional design model involving 3 experts, 9 PGMI lecturers, and 15 MI teachers in three PTKINs in Aceh. The research instrument is a questionnaire that is analyzed by alpha and beta testing using descriptive analysis. The results of the alpha and beta assessments show that the mean assessment of MI experts, lecturers, and teachers is at a high stage (more than 4.0). Thus, it can be concluded that the talent mapping E-module for elementary students is suitable to use in elementary schools. For further research, it should be able to develop a talent mapping E-module for the high school level and able to be developed using learning technology in the form of E-learning.

Modification of CSE-UCLA and Discrepancy as a New Evaluation Model in Education

The absence of an evaluation model that can be used to evaluate the effectiveness of educational activities at vocational universities in the view of six domains causes the need to find innovations in an evaluation model. The six domains, included: context, input, socialization process, implementation process, results, and imbalances that occur in the learning implementation. An evaluation model innovation was initiated through this research in the form of a modification of two educational evaluation models. Those models are CSE-UCLA and Discrepancy. Based on those conditions, the main objective of this research was to demonstrate the existence of a new evaluation model design in education which was a modification of the CSE-UCLA evaluation model and the Discrepancy evaluation model. Specifically, this evaluation model design can be used to determine the effectiveness of the one education activity namely the synchronous learning implementation at vocational universities. The research method used to achieve the objectives of this research was the development method by the Borg and Gall model development design. Five stages of development become the focus of this research, included: research and field data collection, research planning, design development, initial trials, and main product revision. The location of this research was conducted in several vocational universities in the North Bali area (Indonesia). Subjects involved in the initial trials toward this evaluation model design were 20 people. The tools used to conduct the initial trials were questionnaires. The technique used to analyze the data of initial trial results was descriptive quantitative by comparing the percentage of the initial trial results with the standard percentage of the effectiveness level of modified model design. This research results indicate that the evaluation model design was categorized as effective by an effectiveness level was 81.93%. The implication of this research results was the existence of a new design of the educational evaluation model. This design combines two evaluation models to produce good functionality integration in determining the effectiveness level of the synchronouslearning implementation in all universities generally and in vocational universities in Bali particularly. Doi: 10.28991/esj-2021-01321 Full Text: PD

Students’ perception to integrate education 4.0 in Science program

[EN] This study aims to explore students’ perception of integrating education 4.0 in the Science program. The technology acceptance model was used to determine students’ understanding of integrating education 4.0 focusing on the Science program. This research was conducted using a qualitative approach. The interview was used to collect the data. Five respondents among Science students were interviewed. They were undergraduate students pursue study in a science education program. The finding of the interview result showed that students had positive responses in integrating education 4.0 for technological sustainable development. The results of the study showed that students had a positive understanding of the three aspects namely, readiness in integrating education 4.0 for the Science program, the impact of technology facilities, and enhancing digital skills for employability. We recommend further research to evaluate the preparation or readiness of students to integrate training using technology 4.0. Based on the results, further research is proposed to take into account new education skills among Science students in line with the industrial revolution 4.0.We would like to acknowledge the financial support provided by the Ministry of Education FRGS grant FP024-2018A.Halili, SH.; Sulaiman, S. (2021). Students’ perception to integrate education 4.0 in Science program. Multidisciplinary Journal for Education, Social and Technological Sciences. 8(1):45-57. https://doi.org/10.4995/muse.2021.14768OJS455781Afolabi, A.A. (2015). Availability of online learning tools and the readiness of teachers and students towards it in Adenkule Ajasin University, Akungba-Akoko, Ondo State, Nigeria. Procedia - Social and Behavioral Sciences, 176, 610-615. https://doi.org/10.1016/j.sbspro.2015.01.517Ahmad, J. (2012). Can a university act as a corporate social responsibility (CSR) driver? An analysis. Social Responsibility Journal, 8(1), 77-86. https://doi.org/10.1108/17471111211196584Ali, W. (2016). Nursing students' readiness for e-learning experience. Gynecology & Obstetrics. 6. https://doi.org/10.4172/2161-0932.1000388.Anthony, D.C. (2003). The critical role of higher education in creating a sustainable future. Planning for higher education, 15-22.Anuar, R., Wan Zakaria, W.Z., Md Noor, H. & Othman, N. F. (2016). TPACK in VAE: A study on students' readiness to use e-learning in the teaching and learning of visual art education. In C.Y. Fook et.al (Eds.), Proceedings of the 7th International Conference on University Learning and Teaching (InCULT 2014) (pp.811-822). Singapore: Springer Science + Business Media Singapore. https://doi.org/10.1007/978-981-287-664-5_64Beaumont, E., Gedye, S., & Richardson, S. (2016). 'Am I employable?': Understanding students' employability confidence and their perceived barriers to gaining employment. Journal of Hospitality, Leisure, Sport & Tourism Education, 19, 1-9. https://doi.org/10.1016/j.jhlste.2016.06.001Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. https://doi.org/10.19173/irrodl.v13i1.1076Bridgstock, R. (2009). The graduate attributes we've overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31-44. https://doi.org/10.1080/07294360802444347Casasus, E.T., Ivars, E.A., & Lopez, R.M.I. (2018). Present and future of the e-learning in economics schools and faculties. Multidisciplinary Journal for Education, Social and Technological Sciences, 5(1), 44-64. https://doi.org/10.4995/muse.2018.9777.Centre for Teaching Excellence & Academic Quality. (2017). Criteria for Academic Program 4.0. http://www.ums.edu.my/ppsav2/index.php/ms/muat-turun/kriteria-untuk-program-akademik-4-0Contreras, J.O. & Hilles, S.M.S. (2015). Assesment in e-learning environment readiness of teaching staff, administrators and students of Faculty of Nursing-Benghazi University. International Journal of the Computer, the Internet and Management, 23(1), 53-58.Dacre Pool, L., Qualter, P., & J. Sewell, P. (2014). Exploring the factor structure of the CareerEDGE employability development profile. Education & Training, 56(4), 303-313. https://doi.org/10.1108/ET-01-2013-0009Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology, MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008Deanna, Z. (2016). Connecting the 4Cs of 21st century education (with a 5th C!). https://www.linkedin.com/pulse/connecting-4cs-21st-century-education-5th-c-deanna-zauchaDzulkifli Abdul Razak. (2017). 4th industry revolution: Can I technology. https://www.majalahsains.com/revolusi-industri-ke-4-mampukah-menginsankan-teknologi/Halili, S.H. (2019). Technological advancements in education 4.0. The Online Journal of Distance Education and e-Learning, 7(10), 63-69.Jennie, C. S., Marian, E.H., Mikael, R., Amanda, C.G. & Roland, S. (2008). Higher education as a change agent for sustainability in different cultures and contexts. International Journal of Sustainability in Higher Education, 9(3), 317-338. https://doi.org/10.1108/14676370810885916John, B., & Cedric, C. (2004). The sustainability curriculum: The challenge for higher education. London.Kajornboon, A. B. (2004). Creating Useful Knowledge: A Case Study of Policy Development in E-learning at Chulalongkorn University Language Institute. (Dissertation). Australia.Klaus, S. (2017). The fourth industrial revolution. London.Kubilay, K., & Ozden, T. (2012). Challenges for Science Education. Procedia - Social and Behavioral Sciences, 51(2012), 763 - 771. https://doi.org/10.1016/j.sbspro.2012.08.237Lorna, K. (2016). Pedagogy and Technology: Integrating 5C's of 21st Century education. http://fishtreeblog.tumblr.com/post/112037114985/pedagogy-and-technology-integrating-the-5-cs-ofMalaysia Ministry of Higher Education Malaysia. (2018). Framing Malaysian higher education 4.0: Future-proof talents. Putrajaya.Malaysian Qualifications Agency. (2018). Code of practice for Open and Distance Learning, The Standards Division, Malaysian Qualifications Agency, 1-34.Miller, B. (2015). The 6 C's squared version of learning skills for the twenty-first century. http://flipped4science.blogspot.my/p/the-6-cs-of-education-for-future-during.htmlMoore, R. K. (2012). A Bayesian explanation of the 'Uncanny Valley' effect and related psychological phenomena. Nature Scientific Reports, 2,10-23. https://doi.org/10.1038/srep00864Ng, S.B. (2014). Malaysian school Science education: Challenges and the way forward. http://research.utar.edu.my/SoSE2014/1.Challenges%20and%20issues%20in%20science%20education.pdfOthman, R., & Othman, R. (2014). Higher education institutions and social performance: Evidence from public and private universities. International Journal of Business and Society, 15(1), 1-18.Pai, F., & Huang, K. (2011). Applying the Technology Acceptance Model to the introduction of healthcare information systems. Technological Forecasting and Social Change, 78(4), 650-660. https://doi.org/10.1016/j.techfore.2010.11.007Park, N. (2009). User acceptance of e-learning in higher education: An application of Technology Acceptance Model. Paper presented at the Annual meeting of the International Communication Association, New York.Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). London.Penaloza, F., J.L., & Vargas, P.C. (2017). Big-data and the challenges for statistical inference and economics teaching and learning. Multidisciplinary Journal for Education, Social and Technological Sciences, 4(1), 64-87. https://doi.org/10.4995/muse.2017.6350Rose, A. (2016). STEM pedagogical approach for primary Science teachers' through early Engineering training program. http://eprints.um.edu.my/16793/1/0001.pdfSuguneswary, R. (2014). Teachers' acceptance of using information communication and technology in teaching Tamil language in a primary school, Master thesis, University Malaya.Swaim, J. A., Maloni, M. J., Napshin, S. A., & Henley, A. B. (2014). Influences on student intention and behaviour toward environmental sustainability. Journal of Business Ethics, 124(3), 465-484. https://doi.org/10.1007/s10551-013-1883-zThi, T. H. T., Ronald, S. L., & Kylie, S. (2018). The Importance of Developing Soft Skill Sets for the Employability of Business Graduates in Vietnam: A Field Study on Selected Business Employers. Journal of Education and Culture Studies, 2(1), 32-45. https://doi.org/10.22158/jecs.v2n1p32Thomas, W., & Gerold, W, L. (2016). Academic education 4.0: University of Applied Science Upper Austria (Austria) International Conference on Education and New Developments 2016 Conference: Conference: END 2016 International Conference on Education and New Developments, At Ljubljana, 155-159.Track, D. (2017). Preparing sports graduates for employment: Satisfying employers expectations. Higher Education, Skills and Work-Based Learning, 7(4), 354-368. https://doi.org/10.1108/HESWBL-02-2017-0017Tracy, S.J. (2013). Qualitative Research Method: Collecting evidence, crafting analysis, communicating impact. United Kingdom.Ulrike, S.F. (2018). The need for digital and soft skills in the Romanian business service industry. Management & Marketing. Challenges for the Knowledge Society. 13(1), 831-847. https://doi.org/10.2478/mmcks-2018-008Vasja, R., Maja, M., & Alojz, K. (2016). A Complex View of Industry 4.0. https://doi.org/10.1177/215824401665398