Complexity of Outsourcing Contracts and "Ex Post" Transaction Costs: An Empirical Investigation

In this article, we use Transaction Cost Economics (TCE) and the Resource-Based View (RBV) of the firm to study outsourcing agreements. We develop an original approach of contract complexity and analyse the links among exchange hazards (i.e. specificity and environmental uncertainty), the contractual aspects of outsourcing (control, incentives, penalties, price and flexibility clauses) and the level of "ex post" transaction costs. Both contract complexity and "ex post" transaction costs are operationalized and measured. Our empirical research analyses 82 outsourcing contracts. This article uses three different dimensions (proximity to the core business, switching costs and adaptation costs) to assess the strategic importance of an outsourced activity. Our findings extend TCE's validity for the outsourcing of activities with a strategic value. Finally, this study offers an indirect measurement of "ex post" transaction costs. In short, to restrict vendor opportunism, contracts must contain incentives and penalties, as well as pricing and monitoring clauses. Copyright Blackwell Publishing Ltd 2006.

Mobile Technology in the Classroom: What Drives Student-Lecturer Interactions?

Online learning when combined with mobile technology transforms the traditional classrooms from teacher-centered to student-centered classrooms. Despite the widespread use of mobile technology among students and educators today, limited researches have been conducted to study the effects of using mobile technology to enhance student–lecturer interactions. In addition, existing theories of technology acceptances, chiefly Information System Success Model (ISSM), Motivational Model (MM), Social Cognitive Theory (SCT), Technology Acceptance Model (TAM), and Cultural Dimension Theory (CDT) are widely recognized for their predictive power in determining adoption intentions. In this study, determinants from all five theories were unified and examined, namely system quality and information quality from ISSM, enjoyment from MM, perceived usefulness and perceived ease of use from TAM, self-efficacy from SCT, and uncertainty avoidance from CDT as predictors of adoption intention in the context of predicting student–lecturer interactions. This empirical study was conducted using an online survey. Data collected from the samples (n = 328) were analyzed using PLS-SEM. Results obtained exhibited adequate explanatory power, where information quality, system quality, enjoyment, and uncertainty avoidance significantly predict adoption intention, while perceived usefulness, perceived ease of use, and self-efficacy were insignificant. Secondly, each theory was independently analyzed, and the predictive power and relevance of ISSM, MM, TAM, and UDT confirmed the importance and relevance of these theories. Results obtained provided a comprehensive understanding of the factors that significantly affect students’ intentions to use mobile technology to interact with their lecturers on academic matters. The discussions and implications of this study are crucial for researchers and practitioners of educational technologies in higher education