The CIO role expectations instrument: validation and model testing

The validation of IS instruments has not been given the attention that it deserves. This study uses component-based structural equation modelling (PLS/SEM) to investigate the psychometric properties and possible modelling of the CIO role expectations instrument based on data obtained from 174 Australian CIOs. Results show that the CIO role expectation instrument has exhibited solid validity and reliability indices despite some minor weaknesses. The results also demonstrate the possibility to model the constructs of this instrument in different null and hierarchical models, and the validity of this instrument to measure the CIO role in different types of industries not just the healthcare sector in which it was developed. The results provide support for CIO role theory on two central issues: (1) CIOs are fulfilling a configuration of roles not just one specific role (2) the CIO roles can be grouped into two major categories: supply side roles and demand side roles

The Mediation Effect of Trusting Beliefs on the Relationship Between Expectation-Confirmation and Satisfaction with the Usage of Online Product Recommendation

Online Product Recommendations (OPRs) are increasingly available to onlinecustomers as a value-added self-service in evaluating and choosing a product.Research has highlighted several advantages that customers can gain from usingOPRs. However, the realization of these advantages depends on whether and towhat extent customers embrace and fully utilise them. The relatively low OPR USAgerate indicates that customers have not yet developed trust in OPRs’ performance.Past studies also have established that satisfaction is a valid measure of systemperformance and a consistent significant determinant of users’ continuous systemusage. Therefore, this study aimed to examine the mediation effect of trustingbeliefs on the relationship between expectation-confirmation and satisfaction. Theproposed research model is tested using data collected via an online survey from626 existing users of OPRs. The empirical results revealed that social-psychologicalbeliefs (perceived confirmation and trust) are significant contributors to customersatisfaction with OPRs. Additionally, trusting beliefs partially mediate the impactof perceived confirmation on customer satisfaction. Moreover, this study validatesthe extensions of the interpersonal trust construct to trust in OPRs and examinesthe nomological validity of trust in terms of competence, benevolence, andintegrity. The findings provide a number of theoretical and practical implications.&nbsp

Validating Formative Partial Least Squares (PLS) Models: Methodological Review and Empirical Illustration

The issue of formative constructs, as opposed to the more frequently used reflective ones, has recently gained momentum among IS and Management researchers. Most researchers maintain that formative constructs have been understudied, and that there is paucity in methodological literature to guide researchers on how such constructs should be developed and estimated. A survey of IS research has revealed that about 29% of constructs were misspecified as reflective rather than formative constructs. Furthermore, guidelines about how models containing formative constructs should be indentified and estimated are fragmented and inconsistent. Thus, this paper aims to present a methodological review of formative model identification and evaluation. We bring a brief theoretical overview of formative constructs, and put together a guideline for estimating formative measurement and structural models. We then present a simplified model composed of three formative constructs and illustrate how it is assessed and estimated using SmartPLS

Multiple facets of self-rated digital competencies of pre-service teachers: A pilot study on the nomological network, empirical structure, and gender differences

Introduction: Self-efficacy is an important predictor of teaching behavior. Within several research traditions (TPACK framework, school achievement tests), different ICT self-efficacy scales have been developed. The empirical structure of existing questionnaires has frequently been researched and discussed within the TPACK framework. However, for teacher ICT self-efficacy, non-instructional aspects as well as alternative instruments have rarely been investigated and compared to standard TPACK self-report scales. Methods: In this study, we administer two sets of non-subject-specific ICT scales to a group of pre-service teachers (N = 165). We investigate the empirical structure using structural equation modeling. Results: For both scales, the results show that instructional ICT self-efficacy forms a separate factor. For the remaining items, item difficulty and content drive further divisions. Further, more specific item formulations resulted in a higher range of scale means. Additionally, we find gender differences only on some non-instructional scales. Discussion: Results confirm that the distinction between instructional vs. non-instructional ICT self-efficacy is important when developing or using questionnaires for pre-service teachers. Results also indicate that the usage of more specific task-related items is a promising alternative to general TPACK items

Leveraging Open-standard Interorganizational Information Systems for Process Adaptability and Alignment: An Empirical Analysis

PurposeThe purpose of this paper is to understand the value creation mechanisms of open-standard inter-organizational information system (OSIOS), which is a key technology to achieve Industry 4.0. Specifically, this study investigates how the internal assimilation and external diffusion of OSIOS help manufactures facilitate process adaptability and alignment in supply chain network.Design/methodology/approachA survey instrument was designed and administrated to collect data for this research. Using three-stage least squares estimation, the authors empirically tested a number of hypothesized relationships based on a sample of 308 manufacturing firms in China.FindingsThe results of the study show that OSIOS can perform as value creation mechanisms to enable process adaptability and alignment. In addition, the impact of OSIOS internal assimilation is inversely U-shaped where the positive effect on process adaptability will become negative after an extremum point is reached.Originality/valueThis study contributes to the existing literature by providing insights on how OSIOS can improve supply chain integration and thus promote the achievement of industry 4.0. By revealing a U-shaped relationship between OSIOS assimilation and process adaptability, this study fills previous research gap by advancing the understanding on the value creation mechanisms of information systems deployment

An Empirical Validation of Guskey\u27s Professional Development Evaluation Model Using Six Years of Student and Teacher Level Reading Data

In this era of high-stakes testing and tight funding there is unprecedented interest in and a requirement for accountability in the field of education. Virtually all funded projects are required to have an evaluation component designed to determine if project goals have been met. Positive outcomes are often the basis for continued funding and implementation. School systems also depend heavily on well-designed evaluations to assess the quality and impact of the professional development they offer to bring about change in teacher practice, in their effort to implement reform, and to demonstrate accountability to their stakeholders. The need to provide and assess professional development to improve teaching practices has generated numerous evaluation models that are widely used but have not been empirically tested. Since important program decisions are based on the results of these assessments, there is a great need to ensure the efficacy of these evaluation models to appropriately assess the programs they are intended to evaluate. Therefore, the purpose of this research was to empirically test the theory underlying Guskey\u27s Model for evaluating professional development, which is widely used by school systems engaging in program assessment. This study focused on testing the nomological network of one of the most commonly used evaluation models developed by Thomas Guskey. A description of the model is presented along with a discussion of the lack of empirical evidence that exists regarding its effectiveness. By investigating the relationships among the five components in Guskey\u27s Model (Teacher Satisfaction, Teacher Knowledge, Teacher Practices, Administrative Support and Student Outcomes), it was possible to determine whether these assumed relationships actually do exist and contribute to the accuracy of the program evaluation. Data collected from Reading First Ohio over the past 6 years was utilized to test the nomological net of Guskey\u27s model. The finding indicated strong support for the continued used of Guske

An Empirical Validation of Guskey\u27s Professional Development Evaluation Model Using Six Years of Student and Teacher Level Reading Data

In this era of high-stakes testing and tight funding there is unprecedented interest in and a requirement for accountability in the field of education. Virtually all funded projects are required to have an evaluation component designed to determine if project goals have been met. Positive outcomes are often the basis for continued funding and implementation. School systems also depend heavily on well-designed evaluations to assess the quality and impact of the professional development they offer to bring about change in teacher practice, in their effort to implement reform, and to demonstrate accountability to their stakeholders. The need to provide and assess professional development to improve teaching practices has generated numerous evaluation models that are widely used but have not been empirically tested. Since important program decisions are based on the results of these assessments, there is a great need to ensure the efficacy of these evaluation models to appropriately assess the programs they are intended to evaluate. Therefore, the purpose of this research was to empirically test the theory underlying Guskey\u27s Model for evaluating professional development, which is widely used by school systems engaging in program assessment. This study focused on testing the nomological network of one of the most commonly used evaluation models developed by Thomas Guskey. A description of the model is presented along with a discussion of the lack of empirical evidence that exists regarding its effectiveness. By investigating the relationships among the five components in Guskey\u27s Model (Teacher Satisfaction, Teacher Knowledge, Teacher Practices, Administrative Support and Student Outcomes), it was possible to determine whether these assumed relationships actually do exist and contribute to the accuracy of the program evaluation. Data collected from Reading First Ohio over the past 6 years was utilized to test the nomological net of Guskey\u27s model. The finding indicated strong support for the continued used of Guske

An Empirical Validation of Guskey\u27s Professional Development Evaluation Model Using Six Years of Student and Teacher Level Reading Data

In this era of high-stakes testing and tight funding there is unprecedented interest in and a requirement for accountability in the field of education. Virtually all funded projects are required to have an evaluation component designed to determine if project goals have been met. Positive outcomes are often the basis for continued funding and implementation. School systems also depend heavily on well-designed evaluations to assess the quality and impact of the professional development they offer to bring about change in teacher practice, in their effort to implement reform, and to demonstrate accountability to their stakeholders. The need to provide and assess professional development to improve teaching practices has generated numerous evaluation models that are widely used but have not been empirically tested. Since important program decisions are based on the results of these assessments, there is a great need to ensure the efficacy of these evaluation models to appropriately assess the programs they are intended to evaluate. Therefore, the purpose of this research was to empirically test the theory underlying Guskey\u27s Model for evaluating professional development, which is widely used by school systems engaging in program assessment. This study focused on testing the nomological network of one of the most commonly used evaluation models developed by Thomas Guskey. A description of the model is presented along with a discussion of the lack of empirical evidence that exists regarding its effectiveness. By investigating the relationships among the five components in Guskey\u27s Model (Teacher Satisfaction, Teacher Knowledge, Teacher Practices, Administrative Support and Student Outcomes), it was possible to determine whether these assumed relationships actually do exist and contribute to the accuracy of the program evaluation. Data collected from Reading First Ohio over the past 6 years was utilized to test the nomological net of Guskey\u27s model. The finding indicated strong support for the continued used of Guske

Psychological Test Adaptation and Development – How Papers Are Structured and Why

This article explains how papers should be structured to guide the preparation of papers to be submitted to Psychological Test Adaptation and Development. Each submission should adhere as strictly as possible to the following structure. If, for any reason, certain aspects cannot be provided, this should be explained and considered in the limitations and recommendations. The outline in Table 1 is followed by a detailed explanation for each section.Peer Reviewe

Modeling Quality Dynamics in IT Services Management

The increasing importance of information technology (IT) services in the global economy prompts IS researchers to focus on service quality dynamics to capture the critical interaction between human behavior and IT. The purpose of this study is to develop and validate a user perceived IT service quality model for mHealth using a cross-disciplinary approach. The conceptual model is rooted in the traditional cognition (service quality) – affective (satisfaction)– conation (continuance intentions) chain but explicitly identifies three primary dimensions (i.e., system quality, interaction quality and outcome quality) and eight subdimensions (system reliability, system efficiency, system privacy, responsiveness, assurance, empathy, utilitarian benefits and hedonic benefits) of IT service quality in mHealth. The findings of the study show that IT service quality is the third-order, reflective, hierarchical construct with strong positive effects on satisfaction and continuance intentions in a nomological network