Transfer of electronic commerce trust between brick-and-mortar and online business environments

Through experimentation, we establish a causal relationship between trust and the expansion of a retailer from online to brick-and-mortar and vice versa. Trust is multidimensional and contingent on the distribution path first chosen. Vendor trustworthiness (knowledge-based) and technological trustworthiness (institution-based) have different effects depending on the initial and new distribution channel. Expanding from brick-and-mortar to online negatively affects technology-based trust, while transfers from an online to a physical location maintain the same level of technology-based trust. Vendor-based trust is positively affected by transfer from online to the brick-and-mortar location, and is not significantly unaffected by transfers from brick and-mortar to online locations. The perceived “permanence” of a physical location influences consumer beliefs about the location’s trustworthiness

Student perceptions of teaching excellence: A comparison of a public and private university

The purpose of the study was to examine student perceptions of teaching excellence at different types of higher education institutions. The pressure to publish, larger class sizes, globalization, technological innovation greater accountability for learning, and justification of a college degree’s worth make teaching excellence more difficult to attain. A byproduct of this pressure is an increased emphasis on student evaluations. Using two conjoint studies from a large public and a medium-size private university, assignments, exams, and grading were identified as the most important components for students in assessing teaching excellence. The least important was the faculty-student interaction, which may be caused by grade inflation. The dimensions were taken from a previously validated scale

Student perceptions of teaching excellence: A comparison of a public and private university

The purpose of the study was to examine student perceptions of teaching excellence at different types of higher education institutions. The pressure to publish, larger class sizes, globalization, technological innovation greater accountability for learning, and justification of a college degree’s worth make teaching excellence more difficult to attain. A byproduct of this pressure is an increased emphasis on student evaluations. Using two conjoint studies from a large public and a medium-size private university, assignments, exams, and grading were identified as the most important components for students in assessing teaching excellence. The least important was the faculty-student interaction, which may be caused by grade inflation. The dimensions were taken from a previously validated scale