19,261 research outputs found
Investigating shopping experience and fulfilment in omnichannel retailing : a proposed comparative study in Romania and UK of Generation Y consumers
Paper delivered at the 21st Logistics Research Network annual conference 2016, 7th-9th September 2016, Hull. Abstract Purpose: This paper presents a literature review and proposed research agenda to examine whether Romanian retailers are more inclined than UK retailers to reach out to young consumers, i.e. Generation Y through omnichannel retailing to improve their shopping experiences and also determine the impact of this strategy on logistical and fulfilment activities. Research approach: This paper is based on a literature review in three key areas: omnichannel retailing, young consumersâ attitudes and fulfilment and the propensity of online buying behaviour in an emerging market (Romania) versus a more developed economy (UK). As there are few studies related to these aspects, the paper attempts to highlight the best options retailers have for both marketing and online fulfilment when addressing/entering new markets that are very attractive but where cultural background are more different than their traditional markets. Findings and Originality: The literature review suggests there is an opportunity to explore two main relationships: i) marketing and fulfilment for online consumers and omnichannel retailing efforts, and ii) consumersâ propensity to purchase online in an emerging market versus a developed economy. Research impact: This paper suggests some research concepts and ideas to investigate the online fulfilment and buying behaviour of younger generations of consumers in both Romania and the UK. The scope of the proposed agenda will include young consumersâ purchase behavioursâ as regards omnichannel retailing, and logistical fulfilment in an emerging market versus a developed economy including different cultural backgrounds. Practical impact: The paper provides some direction for practitioners on assessing proper market development strategies on an emerging international context, taking into consideration different cultural implications and patterns, as well as focussing on buying propensity of different generations when active in omnichannel retailing. However, the suggested research concepts and ideas would provide a more holistic approach towards a better overall performance of retailers
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Landscape Study in Wireless and Mobile Learning in the post-16 sector
In the post-16 sector (further and higher education, and adult and community learning) there is a need to understand how wireless and mobile technologies can contribute to improving the student experience of learning, and help institutions fulfil their missions in an age of incomparably fast technological change. In the context of this interest and growing need, a Landscape Study project was commissioned by JISC through the Innovation strand of the JISC e-Learning Programme in 2004-5. Our project aims were to take a birds-eye view of developments and practice in the UK and internationally, and to communicate our findings to a broad and varied audience. The Summary report is accompanied by 3 associated reports on 'Current Uses', 'Potential Uses' and 'Strategic Aspects'. (The four reports are available in one single document here.
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Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report
Overview
This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools.
Aims and background
This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of studentsâ experiences of learning in higher education (pgs 9-11).
Methodology
The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) â the University of Strathclyde and Glasgow Caledonian University â and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27).
Key findings
⢠Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments.
⢠Most of the students owned their own computer or had access to a sibling or parentâs computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about.
⢠Ownership of mobile phones was ubiquitous.
⢠Whilst the studentsâ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low.
Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level.
⢠Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs.
⢠The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged.
⢠The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas â pedagogical, socio-cultural, organisational and technological
Exploring social music behaviour: An investigation of music selection at parties
This paper builds an understanding how music is currently listened to by small (fewer than 10 individuals) to medium-sized (10 to 40 individuals) gatherings of peopleâ how songs are chosen for playing, how the music fits in with other activities of group members, who supplies the music, the hardware/software that supports song selection and presentation. This fine-grained context emerges from a qualitative analysis of a rich set of participant observations and interviews focusing on the selection of songs to play at social gatherings. We suggest features for software to support music playing at parties
Supporting memory and identity in older people: findings from a âSandpitâ process
Identity in old age is challenged by physical changes, evolving roles within the family, and life transitions such as retirement. Supporting identity is therefore important in later life, and might be assisted by media technologies which allow people to reflect on their lives, record their personal histories and share these with family, friends and caregivers. This possibility was explored in two creative âSandpitsâ with older people as part of the SUS-IT project, funded by the New Dynamics of Ageing programme in the UK. Discussions were held with PC and non-PC user groups of retirement age to understand memory and identity practices and elicit reactions to three novel product concepts. These included a Reminiscing Radio for life review, a Story Lamp for associating spoken stories with photographs and memorabilia, and a pair of virtual reality Travel Glasses for transporting you back to a special place in the past. The main findings of these discussions will be presented, along with concepts generated by the participants in a re-design exercise. This paper will also show how the sandpits enabled older people to be involved in the design process by allowing them to shape early design concepts through exploring their own ideas and motivations
Are digital natives a myth or reality?: Studentsâ use of technologies for learning
This paper outlines the findings of a study investigating the extent and nature of use of digital technologies by undergraduate students in Social Work and Engineering, in two British universities. The study involved a questionnaire survey of students (n=160) followed by in-depth interviews with students (n=8) and lecturers and support staff (n=8) in both institutions. Firstly, the findings suggest that students use a limited range of technologies for both learning and socialisation. For learning, mainly established ICTs are used- institutional VLE, Google and Wikipedia and mobile phones. Students make limited, recreational use of social technologies such as media sharing tools and social networking sites. Secondly, the findings point to a low level of use of and familiarity with collaborative knowledge creation tools, virtual worlds, personal web publishing, and other emergent social technologies. Thirdly, the study did not find evidence to support the claims regarding students adopting radically different patterns of knowledge creation and sharing suggested by some previous studies. The study shows that studentsâ attitudes to learning appear to be influenced by the approaches adopted by their lecturers. Far from demanding lecturers change their practice, students appear to conform to fairly traditional pedagogies, albeit with minor uses of technology tools that deliver content. Despite both groups clearly using a rather limited range of technologies for learning, the results point to some age differences, with younger, engineering students making somewhat more active, albeit limited, use of tools than the older ones. The outcomes suggest that although the calls for radical transformations in educational approaches may be legitimate it would be misleading to ground the arguments for such change solely in studentsâ shifting expectations and patterns of learning and technology use
Los Angeles County Arts Commission: Public Engagement in the Arts - A Review of Recent Literature
Do all Americans have equal access to the arts? Are the arts accessible and inclusive for all communities? National rates of arts participation as measured by attendance at live benchmark events have been trending down for the past few decades. Consequently, a narrative of arts decline in the US has been largely accepted, even as some accounts show cultural engagement experiencing a renaissance enabled by advanced communication technologies and changing demographics.This report, informed by a review of practitioner and academic literature, charts the concerns of arts stakeholders surrounding public arts engagement since about 2000, beginning with the discovery of a statistically significant decline in benchmark attendance as observed in the Survey of Public Participation in the Arts (SPPA). It also traces the role of the "informal arts" (folk, traditional and avocational arts) in broadening the definition of arts and cultural participation.Authors Henry Jenkins and Vanessa Bertossi (2007) have suggested that we are living in a "new participatory culture" distinguished by four factors:1. Low barriers to artistic expression and civic engagement;2. Strong support for creating and sharing what one creates with others;3. Transmission of knowledge and skills through informal mentorship networks; and4. A degree of social currency and sense of connectedness among participantsThis new culture makes measuring arts participation more difficult because traditional distinctions between amateur and professional, hobbyist and artist, and consumer and producer are blurring. Broadening the definition of arts participation to include leisure time investment in creative pursuits and arts-making helps enlarge the definition of art's value to society (Ramirez, 2000). Expanding our sense of "what counts" initiates new conversations by reframing the old question "Why aren't people attending?" as "What are people doing with their creativity-focused leisure time?" New cultural indicators are revealing the value of arts and culture in people's everyday lives, shifting the narrative about arts participation in the early twenty-first century from decline to resurgence.Even as both the concept and measurement of "engagement" in the arts has evolved over time, the understanding of the purpose of that engagement has varied. For some organizations, engagement has meant creating new inroads to existing programming. For others, engagement has meant developing new programs to capture the attention of new audiences. In 2015, this conversation took a new direction as people moved from talking about engagement as a process to focusing instead on a key outcome: cultural equity and inclusion. In Los Angeles County, as well as across the U.S., arts organizations began to focustheir attention on ensuring that everyone has access to the benefits offered by the arts. Viewed through this lens, this literature review should be seen as a companion â a prequel, even â to the literature review on cultural equity and inclusion published by the Los Angeles County Arts Commission in March 2016
Public Engagement in the Arts: A Review of Recent Literature
In recent years, research has found that across the US, arts audiences are declining while arts participation is on the rise. How can both be true at the same time? This literature review on Public Engagement in the Arts that explores this question. It also delves intothe different ways in which "public engagement" can be defined and practiced,the purposes public engagement has been used for in the arts, andhow the terms "audience" and "participant" have evolved and blurred over time.This literature review also places public engagement in the context of one of the most urgent conversations taking place in the arts and culture field today, that of cultural equity and inclusion. How can we ensure that everyone in our community has access to the opportunities and benefits provided by the arts? As this review discusses, public engagement is one tool available to artists, arts organizations and arts educators to help them work toward that goal
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