4,024 research outputs found

    From wallet to mobile: exploring how mobile payments create customer value in the service experience

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    This study explores how mobile proximity payments (MPP) (e.g., Apple Pay) create customer value in the service experience compared to traditional payment methods (e.g. cash and card). The main objectives were firstly to understand how customer value manifests as an outcome in the MPP service experience, and secondly to understand how the customer activities in the process of using MPP create customer value. To achieve these objectives a conceptual framework is built upon the Grönroos-Voima Value Model (Grönroos and Voima, 2013), and uses the Theory of Consumption Value (Sheth et al., 1991) to determine the customer value constructs for MPP, which is complimented with Script theory (Abelson, 1981) to determine the value creating activities the consumer does in the process of paying with MPP. The study uses a sequential exploratory mixed methods design, wherein the first qualitative stage uses two methods, self-observations (n=200) and semi-structured interviews (n=18). The subsequent second quantitative stage uses an online survey (n=441) and Structural Equation Modelling analysis to further examine the relationships and effect between the value creating activities and customer value constructs identified in stage one. The academic contributions include the development of a model of mobile payment services value creation in the service experience, introducing the concept of in-use barriers which occur after adoption and constrains the consumers existing use of MPP, and revealing the importance of the mobile in-hand momentary condition as an antecedent state. Additionally, the customer value perspective of this thesis demonstrates an alternative to the dominant Information Technology approaches to researching mobile payments and broadens the view of technology from purely an object a user interacts with to an object that is immersed in consumers’ daily life

    The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia

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    Practitioners working with children have emphasized that play is vital to children’s development, Links between children’s social-emotional development and play have been widely documented. However, rigorous research evidence of these links remains limited. This study’s objectives were to measure the impact of play on children’s social-emotional development in the kingdom of Saudi Arabia; identify teachers’ viewpoints around the use of play intervention; and understand the children’s experience of play intervention. Fifty-nine children aged between five and six years, with mean age of 5.5 (SD 3.376) and eight teachers participated in the study. The study used a mixed-method strategy including questionnaires, interviews, and focus group discussions. Children’s social-emotional development was measured by using the Strengths and Difficulties Questioner (SDQ). A pre-/post-test counterbalanced design was used to measure the impact of the play intervention on children’s development. Teachers’ perspectives on play were obtained by interviewing eight teachers. Children’s views were gathered through focus group discussions. Repeated measures ANOVA was conducted to determine the differences in the SDQ score over three time points. Results showed that using unstructured loose parts play had positively impacted children’s social-emotional development. After participation in the play intervention, scores from the SDQ indicated that children demonstrated significantly less problematic emotional, conduct and peer relationship issues. They also scored significantly higher in their positive prosocial behaviour. These positive effects were sustained after six weeks of stopping the intervention. The play intervention did not however impact children’s hyperactivity level. The interviews analysis illustrates four main themes: concept and characteristics of play, play functions, developmental benefits of play, and play and practice. Regarding children’s discussion, affordance emerged as a main theme; this includes emotional, social, and functional affordances. Unstructured loose parts play intervention was demonstrated to have positive impacts on children’s social-emotional development. The study’s findings support the view that play is a way to increase children’s development

    Hunting Wildlife in the Tropics and Subtropics

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    The hunting of wild animals for their meat has been a crucial activity in the evolution of humans. It continues to be an essential source of food and a generator of income for millions of Indigenous and rural communities worldwide. Conservationists rightly fear that excessive hunting of many animal species will cause their demise, as has already happened throughout the Anthropocene. Many species of large mammals and birds have been decimated or annihilated due to overhunting by humans. If such pressures continue, many other species will meet the same fate. Equally, if the use of wildlife resources is to continue by those who depend on it, sustainable practices must be implemented. These communities need to remain or become custodians of the wildlife resources within their lands, for their own well-being as well as for biodiversity in general. This title is also available via Open Access on Cambridge Core

    The geographies of care and training in the development of assistance dog partnerships

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    Human-assistance-dog partnerships form a significant phenomena that have been overlooked in both animal geographies and disability geographies. By focusing on one Assistance Dogs UK (ADUK) charity, ‘Dog A.I.D’., a charity that helps physically disabled and chronically ill people to train their own pets to be assistance dogs, I detail the intimate entangled lifeworlds that humans and dogs occupy. In doing so, I also dialogue between the sub-disciplinary fields of animal geographies and disability geographies, by exploring two broad thematic areas – embodiment and care. As such, this thesis examines the geographies of assistance dog partnership, the care and training practices involved, the benefits and challenges of sharing a lifeworld with a different species, and the changing relationship from a human-pet bond to a human-assistance-dog partnership. Drawing on lived experience and representations of assistance dog partnerships gathered through qualitative (and quantitative) research methods, including a survey, semi-structured interviews (face-to-face, online, and telephone), video ethnography, and magazine analysis, I contribute to research on the assistance dog partnerships and growing debates around the more-than-human nature of care. The ethnomethodological approach to exploring how training occurs between disabled human and assistance dog is also noteworthy as it centres the lively experiences of practice at work between species. The thesis is organised around interconnected themes: the intimate worlds of assistance dog partnerships, working bodies, and caring relations. These thematics allow for a geographical interpretation into the governance, spatial organisation, and representations of dog assistance partnerships. I also explore the training cultures of Dog A.I.D. whilst also spotlighting the lived experiences of training through the early stages of ‘socialisation’, ‘familiarisation’, ‘life skills training’, through to ‘task work’. Finally, the thesis focuses on the practices of care that characterise the assistance dog partnership, showing how care is provided and received by both human and nonhuman. I pay attention to the complex potentiality of the partnership, illustrating how dogs are trained to assist, but also how dogs appear to embody lively, agentic, moments of care. The thesis contributes original work which speaks to animal and disability geographies and attends to the multiple geographies of care-full cross-species lives

    Students’ experiences of studying A-levels prior to, and during, the Covid-19 pandemic: implications for enhancing context-specific support

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    In light of widespread concerns about adolescent mental health in England, a need for a long-term framework aimed at providing context-specific support to students during each stage of education has been identified. It has been suggested that A-level students (typically aged 16-19-years-old), in particular, may be experiencing a high degree of stress. Stress is normal and can be beneficial, but when it is prolonged or particularly intense, it can aggravate or contribute towards the development of mental ill-health. Given that existing literature on students’ experiences of studying A-levels is scarce and occasionally conflicting, this thesis aimed to generate a better understanding of A-level students’ experiences and how they were affected by the Covid-19 pandemic. Using data collected via task-based, semi-structured interviews and surveys prior to and during the pandemic, this thesis explores A-level students’ experiences of post-16 education, mental health and coping strategies. The findings indicate that, although studying A-levels can be an enriching experience, it is also uniquely challenging and can be both stressful and overwhelming. Moreover, the findings indicate that the Covid-19 pandemic detrimentally affected some A-level students’ mental health and capacity to learn. Further research aimed at understanding what could be done to help students to minimise or manage experiences of stress that arise from the demands of studying A-levels is needed, as is research aimed at determining what proportion and type of students find studying A-levels particularly challenging

    Cybercrime vs Hacktivism: Do we need a differentiated regulatory approach?

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    Background and aims: Cybercrime is an issue that increases year on year, however rarely are the motivations behind these attacks investigated. More and more people are turning to the internet to protest with some scholars debating whether hacktivism is a social movement. This Dissertation uses networked social movement theory in order to establish if hacktivism is a social movement or whether it is simply a politically motivated form of cybercrime. While demonstrating hacktivism’s place in the social movement landscape this Dissertation will also analyse how hacktivism is currently regulated and whether the legislative and regulatory tools are appropriate. Methods: This Dissertation uses a multi-method approach to establish whether hacktivism could be considered to be a social movement. The first method used is a rhetorical analysis of the Twitter accounts from active hacktivist accounts. Tweets posted by these accounts are coded using Stewart’s functional approach to rhetoric used by social movements (1980) using MAXQDA’s content analysis software. The second method used is a descriptive statistical analysis of a number of publicly available datasets (Zone H; the Cambridge Computer Crime Database; DCMS’s Cyber Security Breaches Surveys from 2017-2021; an AnonOps Internet Relay Chat Channel; a sentiment analysis; the hack aggregator ‘Hackmageddon’) to establish hacktivism’s similarities and differences to both cybercrime and social movements. Results and Conclusions:: This Dissertation found that hacktivism is substantially different to cybercrime despite it being regulated as such based on the methods, targets and ideologies. Additionally, the Dissertation found that hacktivism could be considered to be a social movement based on similarities in their communications and motivations as well as the online parallels hacktivism has to social movement methods. The dissertation also found that due to the similarities hacktivism shares with traditional offline protests and hacktivism, the UK should look at the offline parallels when regulating hacktivism to ensure that the human rights of those taking part in hacktivist methods are not being quashed and are being upheld

    Transforming vocational schools - digitalisation in school development

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    The increasing impact of digitalisation on everyday life and the workplace requires new digital competencies to facilitate the socio-economic participation of citizens. One major avenue to support young people in the changing world is through education. This thesis therefore examines the development of vocational schools in the context of digitalisation. Theoretical considerations about school quality and models of school development form the basis for a multi-perspective research approach, including the five main stakeholder groups in Germany’s dual system of vocational training, namely students, teachers, school leaders, parents and training companies. The thesis focuses on the development of schools as organisational units which operate in a larger educational context. In the third chapter, curricular standards are investigated as external influence factors using a text-mining approach. The chapter examines in which ways these standards correspond to national requirements and how they can provide guidance for stakeholders at the school level. The fourth chapter focuses on the situation of teachers when school leaders decide to introduce digital practices into a school’s routines. The fifth and sixth chapters combine the interpretation of quantitative and qualitative data in a mixed-method approach to emphasise the relationships between stakeholders and different areas of school development, especially during a phase of distance learning. Practical implications of digitalisation for the development of vocational schools are derived from the research work in chapter seven. These include the significance of a shared vision, clear cooperation strategies and a manageable number of educational tools. Furthermore, the need to review the established models of school development in the context of digitalisation and the characteristics of vocational schools is discussed. This thesis claims that it is insufficient to view digitalisation merely as an influencing factor on the different fields of school development. Through new modes of exchange, digitalisation fundamentally transforms the relationship between the stakeholders of development at vocational schools. The way education, organisation, personnel, cooperation and technology interact is transforming at the qualitative, quantitative, spatial and temporal level

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