Investigating consumer adoption, usage and impact of broadband: UK households

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Despite a large investment, the majority of countries especially the UK demonstrate a slow adoption of broadband. In order to enhance the adoption and use of broadband this research examines the factors influencing the decisions of household consumers. This research aims to address the two main areas of concern: first, to investigate consumer-level factors affecting the adoption of broadband in UK households; and second, to understand the usage of broadband and its impact upon household consumers in the UK. This research adopted a quantitative approach that was executed in the following steps. First, it developed a conceptual model by selecting and justifying relevant constructs from appropriate theories and models related to technology adoption, usage and impact. Second, it operationalised the constructs by developing and validating the research instrument by employing the content validity, reliability and construct validity approach. Finally, it empirically validated and refined the conceptual model by employing a survey research approach. The findings suggested that all the constructs included in the conceptual model, except knowledge, significantly influence the consumers when adopting broadband in a UK household. The significant constructs include relative advantage, utilitarian outcomes, hedonic outcomes, primary influence, facilitating conditions resources and self-efficacy. The rate and variety of Internet usage is significantly higher for broadband consumers than narrowband ones. It was also found that significantly more numbers of broadband consumers perceived changes in time allocation patterns on various daily life activities than narrowband ones. This research contributes towards theory, practice and policy. The contribution of this research towards theory is that it integrates and determines the appropriate information systems (IS) literature in order to enhance knowledge of technology adoption from the consumers' perspectives. An added contribution to theory is the development and validation of a research instrument that future studies can utilise to examine broadband and other similar technologies in household context. Considering the slow adoption of broadband, this research also provides implications for policy makers and the providers of broadband in order to encourage and promote homogenous adoption and usage

Modelling the effect of sea level on SE Australian coastal wetlands: a multistage model validation and comparison study

As the rate of sea-level rise is set to accelerate, there is increasing concern regarding the long- term sustainability of coastal wetlands. The validity of a model to reliably represent a particular wetland system considered to be vulnerable is crucial to support efficient management. The primary aim of this study was to examine the adequacy of numerical models in predicting the response of a SE Australian wetland to rising sea levels. A multistage validation process was employed to assess the operational and conceptual validity of three models for the Australian context, with specific focus on the Sea Level Affecting Marshes (SLAM) model originally developed for North American wetlands. A second model, the Spatially Applied Adjusted Temmerman (SAAT) model, originally developed for a Northern European wetland was adjusted and applied in this study. Comparison of the two models with a third developed specifically for an Australian context, the Oliver model, provides further insight into the adequacy of each model to predict the evolution of SE Australian coastal wetlands with rising sea levels. Basic verification of the SLAM model revealed a significant flaw in the model code, whereby the A1T and A1FI maximum SLR scenarios were interchanged. Predictive validation suggested that the SLAM model had the greatest predictive power over decadal timescales. Inaccuracies noted between modelled and observed data revealed the potential inability of the model to capture important variables influencing the evolution of the Minnamurra site, such as rainfall, groundwater and El Niño–Southern Oscillation (ENSO) related environmental factors. Overall, however, projected model results and conceptual validation of the SLAM model revealed potential conceptual flaws regarding vegetation succession, treatment of wetland surface elevation change (SEC) and simulation of tidal water levels, all of which have the potential to decrease the predictive ability of the model and increase uncertainty of simulated results. The SLAM model was most sensitive to sea-level rise (SLR) and parameters pertaining to the inundation of wetlands, such as tidal range. Stochastic uncertainty analysis allowed for a richer understanding of possible future wetland distributions under rising sea levels but also indicated that the data and conceptual errors within the SLAM model propagated a wide range of uncertainty into deterministic model outcomes. Specific focus on the digital elevation model revealed high accuracy, obtained from expertly refining as-received Light Detection and Ranging (LIDAR) data, was crucial for modelling purposes. Each of the models applied in this study generated plausible wetland distributions for future scenarios. Comparison of the models indicated that differences were primarily a result of model structure and mathematical expression, indicating that the most applicable model to the Australian context could not be definitively identified. Despite the potentially large error and uncertainty, modelling remains important in a manager’s tool kit, providing an understanding of the potential response of wetlands to anticipated rising sea levels. It is recommended, however, that stochastic uncertainty analysis be conducted so as to encompass a wider range of possible future scenarios in the planning and decision-making processes regarding the protection of wetlands for the future

The development of a contextually based programme designed to increase family resilience processes for families in a rural community on the West Coast South Africa

Philosophiae Doctor - PhD (Psychology)Family environments can greatly affect the prospects of the children and their succeeding generations. South Africa's socio-political history and contextual circumstances continue to affect the structure and functioning of families. However, in spite of - or perhaps because of - these factors, many families thrive in such adversity. Research has explored and identified many processes such as social support, self-efficacy, availability of resources, and family resilience, which can moderate the effects of adversity. Family resilience processes have been shown to significantly reduce deleterious consequences of adversity in families

The influence of transformational leadership on the relationship between an entrepreneurial mindset and corporate entrepreneurship

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management specialising in Entrepreneurship and New Venture Creation Johannesburg, 2016Although corporate entrepreneurship has been examined extensively and alike the antecedents of corporate entrepreneurship, have become a key interest to researchers. The examination of organisational and cognitive factors that drive corporate entrepreneurship is an area of study still in its infancy. This research report, aimed to bridge this knowledge gap, by evaluating the effect of transformational leadership and entrepreneurial mindset in enhancing levels of corporate entrepreneurship. This cross-sectional, empirical study is composed of 173 independent samples of management employees, taken from within a major African bank, headquartered in South Africa. The research, based on structural equation modelling, demonstrated that an entrepreneurial mindset and transformational leadership is positively related to higher levels of corporate entrepreneurship. Equally, empirical evidence was discovered, using structural equation modelling and regression analytics, that transformational leadership positively influences the behavioural relationship between the entrepreneurial mindset and corporate entrepreneurship. This occurs through the mediation causal relationship of transformational leadership, between both latent variables, and the bidirectional causal effect between transformational leadership and an entrepreneurial mindset.MT201

Developing GPS river flow tracers (GRiFTers) to investigate large scale river flow phenomena

Existing flow measurement methods in natural gravel rivers are largely based on a series of point measurements detached from the dynamic nature of river flow. Traditional measurement methods are limited in many environments and locations due to an inability to access directly the channel; this situation is further complicated at high discharges where entry into the channel becomes impossible. The inadequacy of currently utilised flow measurement methods is highlighted in the study of riffle-pool sequences where limited data has produced gaps in the understanding of these fundamentally important bedform structures. Within the study of riffle-pool sequences the most prominent debates concern the precise means of sequence development and maintenance, the existence / operation of the velocity reversal hypothesis and the spatial compositions and periodicity of these quasi-regular bedform features.The expanding usage of remote sensor monitoring techniques, the incorporation of GPS receivers into drifters to provide improved positioning, and the adaptation of drifters for use in the surf zone and in estuaries and lakes have combined to highlight the potential of producing a GPS river flow tracer (GRiFTer). The development of a GRiFTer suitable for deployment in a natural gravel bed river system is described whilst the logistics of performing a field based GRiFTer investigation, data acquisition and analysis methods and the achievable accuracy of the approach are also considered.The development of a GPS River Flow Tracer provides an innovative approach to the acquisition of surface velocity measurements through the development of a series of GRiFTer based analysis tools and techniques. The suite of tools developed to date includes; the ability to measure a single primary flowline through a reach, a means of independently measuring the effective width of channel flow, the identification of low velocity zones (and the direction of flow within these areas), three different methods for the measurement of surface flow velocity (primary flowline, cross-sectional averaged and reach scale) and a means of defining riffles and pools from the relationship between depth and surface flow velocities.The study ultimately concludes with a conceptual model for the development and maintenance of riffle-pool sequences based on an adaptation of the flow convergence routing hypothesis

Buffering preconscious stressor appraisal: the protective role of self-efficacy

This thesis was submitted for the degree of Doctor of Education and awarded by Brunel University.Many cognitive resources contribute towards the appraisal of stressors. Of these, self-efficacy (SE) is widely acknowledged to play a significant role in protecting adolescents from the effects of stress (Bandura, 1997). This study investigated that relationship through the use of a quasi-experimental methodology (Cook & Campbell, 1979) utilising an untreated Control group of 44 adolescent, female participants and an Experimental group of 70 additional participants, all of whom were volunteers drawn from the Sixth Form of a single participating school. The members of both participant groups took part in two rounds of testing, between which the members of the Experimental group were exposed to a significant academic stressor (one or more public A-level examinations). During both test phases, all participants completed the 10- item Perceived Stress Scale self-report (Cohen & Williamson, 1988), the Examination Self-Efficacy Scale instrument (Schwarzer & Jerusalem, 1995) and a bespoke Implicit Association Test (Greenwald et al., 1998) designed to measure implicit stressor appraisal. Significant trends were identified by means of ANCOVA, correlation and regression analyses, and the resulting data were interpreted in terms of a dual process model of stress (Compas, 2004). Results not only concurred with those of previous studies (e.g. Betoret, 2006; Vaezi & Fallah, 2011) by demonstrating a strongly negative correlation between acute academic stress and academic SE, but provided new evidence to suggest that the ‘protective’ effect of SE occurs via a buffering mechanism at the level of preconscious stressor appraisals (Bargh, 1990), which limits the effect of acute stress exposure on preconscious stressor appraisals (e.g. Luecken & Appelhans, 2005)

Bullying embraces the virtual world : elucidating the psychosocial determinants and correlates of traditional vs. cyberbullying types

Rapid technological development has drastically changed the social landscape, redefining the ways youth stay connected and communicate with one another. New technologies provide a virtual platform where cyberbullying behaviours are able to thrive. Although international research has made considerable progress in advancing our understanding of traditional forms of bullying, much remains to be done to uncover the complexities of cyberbullying phenomena. This thesis aims to address the research gaps and methodological limitations associated with cyberbullying research by conducting a mixed methods investigation from an ecological framework, to provide a richer and a more complete understanding of bullying phenomena. A total quantitative sample of 625 students was recruited from two NSW secondary schools across grades 7 through 10. A qualitative subsample of 81 participants drawn from the same two schools included the students (n = 57), their parents (n = 10), educational staff and school counsellors (n = 14). Three interrelated studies were conducted to advance cyberbullying research: Study 1 developed a new, psychometrically sound instrument titled the Adolescent Cyber Bullying Instrument (ACBI), which is grounded in a strong theoretical framework and which measures cyberbullying behaviours across all potential perspectives. Confirmatory factor analysis (CFA) and tests of invariance revealed that the new continuous measure was valid and reliable. Study 2 used structural equation modelling (SEM) to uncover the effects of gender, grade, and school context on cyberbullying and traditional bullying behaviour, as well as to investigate the psychosocial correlates of involvement. The results revealed that students involved in any cyberbullying role (victim, bully, or bystander) were significantly more likely to report symptoms of depression, although to varying degrees. Generally speaking, cyber victims reported experiencing significantly lower perceptions of physical appearance and parental relations self-concept, whilst cyberbullies reported significantly poorer parental relations and verbal and mathematical (English and maths) self-concept. Interestingly, bystanders witnessing happy slapping behaviours (e.g., embarrassing situations that were set up, recorded and subsequently posted online) also reported significant experiences of depression. These results provide preliminary evidence suggesting that students involved in happy slapping incidents may also be at a greater risk of adverse mental health consequences. Lastly, Study 3 captured the perspectives of all school stakeholders involved (students, their parents, educators and school counsellors) by uncovering shared bullying experiences. Stakeholder interviews clarified definitions of different cyberbullying forms, why students engage in bullying perpetration, the impact bullying has on peers and families, reasons for the reluctance to disclose, the relation between traditional and cyber forms of bullying, and generated valuable practical suggestions to seed sustainable intervention/prevention programs addressing bullying. One of the most important findings showed that traditional forms of bullying and cyberbullying are positively correlated, suggesting that anti-bullying prevention programs need to target both forms of bullying, to effectively reduce all incidents, both offline and online. Preliminary results indicate that bullying begins in school hours and transfers across to online environments. This reveals that portable technology has provided bullying access to previously established safe havens such as the family home. Further implications of these findings for theory, research, and schools are discussed

Implementing inquiry-based learning to enhance Grade 11 students' problem-solving skills in Euclidean Geometry

Researchers conceptually recommend inquiry-based learning as a necessary means to alleviate the problems of learning but this study has embarked on practical implementation of inquiry-based facilitation and learning in Euclidean Geometry. Inquiry-based learning is student-centred. Therefore, the teaching or monitoring of inquiry-based learning in this study is referred to as inquiry-based facilitation. The null hypothesis discarded in this study explains that there is no difference between inquiry-based facilitation and traditional axiomatic approach in teaching Euclidean Geometry, that is, H0: μinquiry-based facilitation = μtraditional axiomatic approach. This study emphasises a pragmatist view that constructivism is fundamental to realism, that is, inductive inquiry supplements deductive inquiry in teaching and learning. Participants in this study comprise schools in Tshwane North district that served as experimental group and Tshwane West district schools classified as comparison group. The two districts are in the Gauteng Province of South Africa. The total number of students who participated is 166, that is, 97 students in the experimental group and 69 students in the comparison group. Convenient sampling applied and three experimental and three comparison group schools were sampled. Embedded mixed-method methodology was employed. Quantitative and qualitative methodologies are integrated in collecting data; analysis and interpretation of data. Inquiry-based-facilitation occurred in experimental group when the facilitator probed asking students to research, weigh evidence, explore, share discoveries, allow students to display authentic knowledge and skills and guiding students to apply knowledge and skills to solve problems for the classroom and for the world out of the classroom. In response to inquiry-based facilitation, students engaged in cooperative learning, exploration, self-centred and self-regulated learning in order to acquire knowledge and skills. In the comparison group, teaching progressed as usual. Quantitative data revealed that on average, participant that received intervention through inquiry-based facilitation acquired inquiry-based learning skills and improved (M= -7.773, SE= 0.7146) than those who did not receive intervention (M= -0.221, SE = 0.4429). This difference (-7.547), 95% CI (-8.08, 5.69), was significant at t (10.88), p = 0.0001, p<0.05 and represented a large effect size of 0.55. The large effect size emphasises that inquiry-based facilitation contributed significantly towards improvement in inquiry-based learning and that the framework contributed by this study can be considered as a framework of inquiry-based facilitation in Euclidean Geometry. This study has shown that the traditional axiomatic approach promotes rote learning; passive, deductive and algorithmic learning that obstructs application of knowledge in problem-solving. Therefore, this study asserts that the application of Inquiry-based facilitation to implement inquiry-based learning promotes deeper, authentic, non-algorithmic, self-regulated learning that enhances problem-solving skills in Euclidean Geometry.Mathematics EducationPh. D. (Mathematics, Science and Technology Education

Variations in gender and age perceptions of mobile technology enhanced learning in a New Zealand tertiary institution

The major purpose of this study was to investigate students' actual and preferred perceptions of a mobile enhanced learning environment at a tertiary institution in New Zealand and if these variations in perceptions differed based on gender and age. In order for this to be achieved, a new learning environment instrument was developed based on modifying the existing Web-based Learning Environment Instrument (WEBLEI) with scale items being modified to create the Mobile Enhanced Learning Environment Instrument (MOBLEI). A review of the literature examined learning environments and questionnaires on which the theoretical framework for this study was based. The use of mobile technologies in learning environments was provided along with a discussion around gender and age and differences between males and females and generational groups in relation to learning and technology.Students’ perceptions of their learning environment were determined through the use of qualitative and quantitative methods with open-ended questions being included in the MOBLEI, along with follow up focus groups. The MOBLEI was distributed to 141 tertiary business and computing students, and was found to be a valid and reliable tool for application in a tertiary environment in New Zealand. Results from the MOBLEI showed no significant differences between the perceptions of males and females, however younger age groups had a more positive attitude toward the use of technology than did their more mature counterparts. Overall, the study provided an insight into how students perceive a mobile enhanced learning environment, along with practical implications for education practitioners with an aim to provide direction for an ideal mobile enhanced learning environment for education practitioners in the tertiary environment