Analysis of the Factors that Influence Online Purchasing

This paper reviews recent studies related to the Technology Acceptance Model (TAM) in order to derive an extended model that examines online purchasing by consumers. Our model expands the original TAM by including additional constructs including privacy, trust, perceived risk, e-satisfaction, and e-loyalty. We surveyed over 1,850 consumers in the United States and Australia using an instrument that yielded respectable reliability and validity. The findings suggest that our expanded model serves as a very good predictor of consumers\u27 online purchasing behaviors. The linear regression model shows a substantial amount of variance explained for Behavioral Intention (R2 = .637). We also discover interesting but unexpected results that provide the need for future research. This paper adds to our understanding of the factors influencing online purchasing. Future researchers can refine our model and instrument to further explain consumers’ acceptance of Internet-based applications

Ecclesiology and ethnography with humility

Drawing on the notion that future Ecclesiologies would be wise to go through Karl Barth rather than to attempt to go around him. This article proposes a cautious humility for ethnographic approaches to ecclesiology. The article builds on the move towards ethnographic forms of ecclesiology in a Scandinavian context. From this starting point it argues that Barth’s ecclesiology suggests a series of theological checks and balances in ecclesiology and ethnography. These are explored through the notion of humility in method and approach

2017 AITP Education Special Interest Group (EDSIG) Board of Directors Information Systems Education Journal Editors 2016 ISEDJ Editorial Board Programming in the IS Curriculum: Are Requirements Changing for the Right Reason?

Abstract All curricula for any given academic discipline evolves over time. This is also true for the Information Systems (IS) model curriculum. Curriculum evolution is driven by several factors, such as changes in technologies, industry shifts to meet customer needs, and perceived student deficiencies. One outcome of such factors has been a change in the entry point into the IS major due to the perception that IS majors need a different method of entry from other computing majors (e.g., Computer Science (CS)). The current entry point for many IS majors is a programming course, often taken by a variety of majors. This paper addresses the question: is there a difference in performance in this initial programming course for students of different majors? More precisely, does major differentiate performance in the first programming course, such as CS1? The data clearly show this is not the case when there is a level playing field. The paper demonstrates that non-computing majors perform as well as computing majors given equal preparation. It is a misconception that changes to the IS curriculum are necessary when based on the belief that IS majors, as compared to other computing majors, need a different entry point. The data presented in this paper suggest the underlying presuppositions for IS curricular changes are misguided -supporting the need for preparation prior to a first programming course

Parental Perceptions and Recommendations of Computing Majors: A Technology Acceptance Model Approach Cloud-based Versus Local-based Web Development Education: An Experimental Study in Learning Experience Role-Playing and Problem-Based Learning: The Use of

Abstract For the past several years, there has been an increase in the number of job opportunities in the computing field. As a result, many schools and universities are facing a significant increase in the number of students seeking to major in one of several computing disciplines. This increase in the numbers and variety of majors in the computing field poses challenges for higher education institutions in the areas of advising, retention, scheduling, and enrollment management. This paper builds upon prior research documenting the association of personality type and affinity for a computing career, and proposes using personality testing early in a student's university experience by including it as one factor in the advising process. This study employs the Myers-Briggs Type Indicator (MBTI) as a tool to help students select an appropriate computing major better suited for their given personality. This initial exploratory study shows that there is a significant difference in personalities among computing majors, specifically in the area of introversion versus extroversion, and intuition versus sensing. Testing students early, before starting a specific major, allows institutions to provide better advising to students as they choose their major, with the goal of increasing retention, degree satisfaction and completion of the degree