Sensation Seekers Who Learn Abroad: Exploring the Role of Risk Perception in Co-op Students’ International Plans

Universities around the world seek to increase their students’ learning abroad in forms like international co-op and exchange. The authors build on findings in a 2016 publication by Behrisch in this journal to focus on the correlation of perceived risk with students’ completion of a learning abroad experience. Using binary logistic regression analysis, findings suggest that students’ perceived risk is negatively correlated with their likelihood of completing a learning abroad experience. Drawing on approach/inhibition theory and sensation seeking literature, the authors form a picture of how risk perception interacts with other factors to influence students’ completion of learning abroad. Risk is typically regarded at the institutional and student levels as something negative to avoid. Reframing risk within the university as a conversation about learning, opportunity, and cognitive processing is recommended, since learning and teaching are essential elements of universities. The goal is to increase student engagement in learning abroad

You’ve Data Mined. Now What?

Data-mining technologies are within the grasp of many organizations. Commercially available data-mining packages make it relatively easy for firms to transform their data resources into predictive models. Yet, despite technological advances, the precise manner in which data-mining output should be incorporated into an organization’s decision-making processes remains unclear. This paper attempts to clarify the role of data mining by situating it within the context of Simon’s model of decision making. We use a complex decision problem from the video game development industry to illustrate several practical challenges managers face when using data-mining output as a decision making input. We then show how some of these challenges can be overcome by incorporating data-mined predictive models into a conventional decision-analytic formulation of the problem

Combining Diagrams to Enhance Understanding: Forging a Common Language for Different World Views

The Unified Modeling Language (UML) has become the de facto standard in object oriented systems design. It has, however, been subject to considerable criticism by analysts due to its complexity and inability to communicate complex systems models. This paper introduces ‘Modular UML,’ a modified presentation and communication format of the UML to more effectively understand multiple UML diagrams as a conceptual model of a complex system. The challenges modular UML are designed to address, the process of developing a modular UML set of exhibits, and an example are discussed

Is Relevance Relevant? Investigating Coherence in Knowledge Sharing Environments

This paper focuses on the impact of relevant backgrounds on computer-mediated knowledge sharing and individual knowledge acquisition. An experiment is described based on the coherence principle from the Cognitive Theory of Multi-Media Learning. Results suggest groups using visual chat scored higher in retention and understanding than individuals working alone. In addition, participants using visual chat with relevant backgrounds obtained higher levels of understanding than participants using no relevance or irrelevant backgrounds. These results support the coherence principle in the cognitive theory of multimedia learning and suggest new directions in the design and evaluation of knowledge sharing environments

Empirical comparisons of system analysis modeling techniques

The development of information systems consumes an increasing share of economic resources. Over a trillion dollars worldwide is invested in information technology annually, and this investment is growing over $100 billion a year. This investment occurs despite failure rates for large information system development projects that are estimated as high as 75%. The large investment and high failure rates combine to create the potential for significant impact from information system development practices that are able to address these failure rates. Researchers, over the past thirty years, have studied factors that drive these high failure rates. One of the factors repeatedly mentioned in practitioner surveys is the importance of accurate communication in the "upstream" analysis and planning stage of a project. System development professionals are aided in their upstream planning through the use of information system development methods (ISDM's). ISDM's are modeling tools and techniques that are capable of representing information about an information system. Many alternative system analysis modeling techniques have been developed, yet few empirical comparisons of the alternative techniques have been completed. The lack of comparative empirical data has contributed to a proliferation of modeling methods and increased the confusion surrounding the adoption of system analysis methods by system development professionals and teachers. This study addresses the issue of empirical comparison of system analysis modeling techniques. A new instrument and empirical method is proposed for developing a comparison of the level of "understanding" that a participant is able to create by viewing a description of a particular domain. The level of "understanding" is addressed using three measures: comprehension, problem solving, and text reconstruction. The new measures of "problem solving", suggested by Mayer in the field of Education Psychology, and "text reconstruction" or "Cloze", suggested by Taylor in the field of Communications, extend empirical instruments previously used by system analysis researchers. To test the efficacy of the proposed instrument and method, two empirical studies were developed in this thesis. The first study used the new instrument to compare three development methods "grammars: Text descriptions; Structured Analysis (using Data Flow Diagrams and Entity Relationship Diagrams); and Object Oriented Diagrams. The study was labeled an "Intergrammar" comparison, as three grammars representing three fundamental approaches to developing an analysis model were compared. Two propositions, in regards to the intergrammar study, were tested. The first suggested that viewing descriptions created with diagrams would lead to a higher level of understanding than viewing a description based solely on text. This hypothesis was confirmed. The second hypothesis suggested that viewing a domain description created using an object oriented grammar would lead to a higher level of "understanding" than viewing a description created using the "Structured Analysis" approach. The results confirmed the hypothesis that the group of participants using the Object-Oriented grammar scored higher in "understanding" than participants using the Structured Analysis grammar. A follow-up protocol analysis was undertaken to illuminate why the participants using object methods scored. The analysis of these protocols indicated two things. First, participants using Structured Analysis made little use of the Entity Relationship Diagram (ERD). Second, participants seemed to favor the "object" concept when answering questions. These findings provide some empirical evidence that objects may be more "natural" cognitive constructs than those used in Structured Analysis. The second study revisited a study Bodart and Weber's study regarding alternative grammars for the Entity Relationship Diagram. A grammar using mandatory attributes and relationships with sub types, the other using optional attributes and relationships, were compared. The grammars shared a common primary grammar, therefore, the second study was labeled an "Intragrammar" comparison. The new instrument was again used in this study. The ontological constructs proposed in the Bunge-Wand-Weber (BWW) model were used to suggest the theoretical advantage of the grammar using mandatory attributes and relationships with subtypes. The results supported the theoretical advantage associated with mandatory attributes and relationships with subtypes. This intragammar study provided further evidence of the utility of the empirical instrument proposed in this thesis. This study has implications for future empirical research in system analysis. The empirical instrument described in this thesis extends previous empirical research instruments with the introduction of the problem solving and the Cloze task. In two studies, the new instrument has displayed the sensitivity to differentiate between treatment groups. The results from the two empirical studies suggest that object-oriented analysis may hold advantages over traditional structured analysis, and that mandatory attributes and relationships may be preferred to optional attributes and relationships in the entity relationship grammar.Business, Sauder School ofManagement Information Systems, Division ofGraduat

Effective Online Ads: The Role of Placement and Animation

Online advertising has experienced an unparalleled growth over the last decade. Yet, despite the increased spending on this form of advertising, there is a lack of understanding of what makes an online ad effective. This study helps to fill in this gap. Specifically, in an experimental study, we examine the effects of ad placement and animation on ad content recall and recognition, as well as customers’ attitudes towards the ad, brand, website and their purchase intention. The results reveal significant effects of ad placement on recall and recognition and two of the attitudes. Surprisingly, animation had no effects on attitudes, and only modest and inconsistent effects on ad content recall and recognition