A theory-grounded framework of Open Source Software adoption in SMEs

This is a post-peer-review, pre-copyedit version of an article published in European Journal of Information Systems. The definitive publisher-authenticated version Macredie, RD and Mijinyawa, K (2011), "A theory-grounded framework of Open Source Software adoption in SMEs", European Journal of Informations Systems, 20(2), 237-250 is available online at: http://www.palgrave-journals.com/ejis/journal/v20/n2/abs/ejis201060a.html.The increasing popularity and use of Open Source Software (OSS) has led to significant interest from research communities and enterprise practitioners, notably in the small business sector where this type of software offers particular benefits given the financial and human capital constraints faced. However, there has been little focus on developing valid frameworks that enable critical evaluation and common understanding of factors influencing OSS adoption. This paper seeks to address this shortcoming by presenting a theory-grounded framework for exploring these factors and explaining their influence on OSS adoption, with the context of study being small- to medium-sized Information Technology (IT) businesses in the U.K. The framework has implications for this type of business – and, we will suggest, more widely – as a frame of reference for understanding, and as tool for evaluating benefits and challenges in, OSS adoption. It also offers researchers a structured way of investigating adoption issues and a base from which to develop models of OSS adoption. The study reported in this paper used the Decomposed Theory of Planned Behaviour (DTPB) as a basis for the research propositions, with the aim of: (i) developing a framework of empirical factors that influence OSS adoption; and (ii) appraising it through case study evaluation with 10 U.K. Small- to medium-sized enterprises in the IT sector. The demonstration of the capabilities of the framework suggests that it is able to provide a reliable explanation of the complex and subjective factors that influence attitudes, subjective norms and control over the use of OSS. The paper further argues that the DTPB proved useful in this research area and that it can provide a variety of situation-specific insights related to factors that influence the adoption of OSS

High-Performance Bioinstrumentation for Real-Time Neuroelectrochemical Traumatic Brain Injury Monitoring

Traumatic brain injury (TBI) has been identified as an important cause of death and severe disability in all age groups and particularly in children and young adults. Central to TBIs devastation is a delayed secondary injury that occurs in 30–40% of TBI patients each year, while they are in the hospital Intensive Care Unit (ICU). Secondary injuries reduce survival rate after TBI and usually occur within 7 days post-injury. State-of-art monitoring of secondary brain injuries benefits from the acquisition of high-quality and time-aligned electrical data i.e., ElectroCorticoGraphy (ECoG) recorded by means of strip electrodes placed on the brains surface, and neurochemical data obtained via rapid sampling microdialysis and microfluidics-based biosensors measuring brain tissue levels of glucose, lactate and potassium. This article progresses the field of multi-modal monitoring of the injured human brain by presenting the design and realization of a new, compact, medical-grade amperometry, potentiometry and ECoG recording bioinstrumentation. Our combined TBI instrument enables the high-precision, real-time neuroelectrochemical monitoring of TBI patients, who have undergone craniotomy neurosurgery and are treated sedated in the ICU. Electrical and neurochemical test measurements are presented, confirming the high-performance of the reported TBI bioinstrumentation

Classifying the Arithmetical Complexity of Teaching Models

This paper classifies the complexity of various teaching models by their position in the arithmetical hierarchy. In particular, we determine the arithmetical complexity of the index sets of the following classes: (1) the class of uniformly r.e. families with finite teaching dimension, and (2) the class of uniformly r.e. families with finite positive recursive teaching dimension witnessed by a uniformly r.e. teaching sequence. We also derive the arithmetical complexity of several other decision problems in teaching, such as the problem of deciding, given an effective coding $\{\mathcal L_0,\mathcal L_1,\mathcal L_2,\ldots\}$ of all uniformly r.e. families, any $e$ such that $\mathcal L_e = \{L^e_0,L^e_1,\ldots,\}$, any $i$ and $d$, whether or not the teaching dimension of $L^e_i$ with respect to $\mathcal L_e$ is upper bounded by $d$.Comment: 15 pages in International Conference on Algorithmic Learning Theory, 201

Opinion leaders and changes over time: a survey

<p>Abstract</p> <p>Background</p> <p>Opinion leaders represent one way to disseminate new knowledge and influence the practice behaviors of physicians. This study explored the stability of opinion leaders over time, whether opinion leaders were polymorphic (<it>i.e.</it>, influencing multiple practice areas) or monomorphic (<it>i.e.</it>, influencing one practice area), and reach of opinion leaders in their local network.</p> <p>Methods</p> <p>We surveyed surgeons and pathologists in Ontario to identify opinion leaders for colorectal cancer in 2003 and 2005 and to identify opinion leaders for breast cancer in 2005. We explored whether opinion leaders for colorectal cancer identified in 2003 were re-identified in 2005. We examined whether opinion leaders were considered polymorphic (nominated in 2005 as opinion leaders for both colorectal and breast cancer) or monomorphic (nominated in 2005 for only one condition). Social-network mapping was used to identify the number of local colleagues identifying opinion leaders.</p> <p>Results</p> <p>Response rates for surgeons were 41% (2003) and 40% (2005); response rates for pathologists were 42% (2003) and 37% (2005). Four (25%) of the surgical opinion leaders identified in 2003 for colorectal cancer were re-identified in 2005. No pathology opinion leaders for colorectal cancer were identified in both 2003 and 2005. Only 29% of surgical opinion leaders and 17% of pathology opinion leaders identified in the 2005 survey were considered influential for both colorectal cancer and breast cancer. Social-network mapping revealed that only a limited number of general surgeons (12%) or pathologists (7%) were connected to the social networks of identified opinion leaders.</p> <p>Conclusions</p> <p>Opinion leaders identified in this study were not stable over a two-year time period and generally appear to be monomorphic, with clearly demarcated areas of expertise and limited spheres of influence. These findings may limit the practicability of routinely using opinion leaders to influence practice.</p

Critical Innovations in the UK Peer-to-Peer (P2P) and Equity Alternative Finance Markets for Small Firm Growth

© The Author(s) 2016. The final, definitive version of this paper has been published in The International Journal of Entrepreneurship and Innovation by Sage Publications Ltd. All rights reserved. It is available at: https://doi.org/10.1177/1465750316655906This paper examines the disruptive nature of financial innovations available to small firms by the growing range of online platforms that have emerged in the UK since the financial crisis. It is unveiled that finance provided to small firms via such mechanisms is not identical to more traditional sources and its adoption therefore cannot be said to be simply a question of direct substitution based, for example, on a price comparison. These offer a series of important advantages over more traditional sources of early-stage capital for entrepreneurs seeking funding. Service innovations around security, flexibility of terms, speed of access and transparency of pricing are as important as price considerations for many users, as are innovations made possible by the way these online markets are structured and in particular in the way these innovative structures allow important types of risk to be dispersed and mitigated.Peer reviewedFinal Accepted Versio

Screencasts: how effective are they and how do students engage with them?

The use of screencasts as an instructional technology is increasing rapidly in higher education. While there appears to be a consensus around students’ satisfaction with the provision of technology enhanced tools, there is limited evidence revolving around their impact in terms of knowledge acquisition. Moreover, the reasons why students choose to engage (or not) with these resources remain largely unreported. The study assessed the effect of using screencasts on undergraduate students’ understanding and engagement with learning material in one of their modules. Customised screencasts were used as optional additional learning and teaching resources. Grades obtained in a test module (with screencasts) and a control module (without screencasts) were compared to gauge the impact of screencasts on knowledge acquisition. Furthermore, the reasons for students’ engagement (or lack thereof) with the screencasts were explored using questionnaires. A modest but significant impact of screencasts on knowledge acquisition was found and students’ perception of the screencasts was overwhelmingly positive. Students suggested that screencasts should be kept short to summarise lectures or delve in-depth into complex concepts but should not replace whole lectures. Reasons for not using screencasts revolved around a lack of understanding of what the resources were but also a reported lack of fit between the nature of the tool and self-assessed learning style

Screencasts: how effective are they and how do students engage with them?

The use of screencasts as an instructional technology is increasing rapidly in higher education. While there appears to be a consensus around students’ satisfaction with the provision of technology enhanced tools, there is limited evidence revolving around their impact in terms of knowledge acquisition. Moreover, the reasons why students choose to engage (or not) with these resources remain largely unreported. The study assessed the effect of using screencasts on undergraduate students’ understanding and engagement with learning material in one of their modules. Customised screencasts were used as optional additional learning and teaching resources. Grades obtained in a test module (with screencasts) and a control module (without screencasts) were compared to gauge the impact of screencasts on knowledge acquisition. Furthermore, the reasons for students’ engagement (or lack thereof) with the screencasts were explored using questionnaires. A modest but significant impact of screencasts on knowledge acquisition was found and students’ perception of the screencasts was overwhelmingly positive. Students suggested that screencasts should be kept short to summarise lectures or delve in-depth into complex concepts but should not replace whole lectures. Reasons for not using screencasts revolved around a lack of understanding of what the resources were but also a reported lack of fit between the nature of the tool and self-assessed learning style

‘Revealing Fragments: Close and Distant Reading of Working-Class Autobiography’

Focusing on the Burnett Archive of Working Class Autobiography, one of the largest collections of life-writing ‘from below’, this article explores the process of writing and the emotional framework within which they were penned. The autobiographies vary in length but, essentially, all are fragments of a life and memories shared. Some are fragmentary by nature of their brevity, while others seem to be incomplete. Often these autobiographical fragments provide snippets of a voice, remembered conversations, or work as collective histories of the common people. Amidst renewed interest in the ways that autobiographical writings can be used to trace changes in British culture and society in the nineteenth and twentieth centuries, this article investigates both individual memoirs and the Archive as a whole to explore how even the smallest fragment can illuminate our collective past and present

Using blog-like documents to investigate software practice: Benefits, challenges, and research directions

Background An emerging body of research is using grey literature to investigate software practice. One frequently occurring type of grey literature is the blog post. Whilst there are prospective benefits to using grey literature and blog posts to investigate software practice, there are also concerns about the quality of such material. Objectives To identify and describe the benefits and challenges to using blog‐like content to investigate software practice, and to scope directions for further research. Methods We conduct a review of previous research, mainly within software engineering, to identify benefits, challenges, and directions and use that review to complement our experiences of using blog posts in research. Results and Conclusion We identify and organise benefits and challenges of using blog‐like documents in software engineering research. We develop a definition of the type of blog‐like document that should be of (more) value to software engineering researchers. We identify and scope several directions in which to progress research into and with blog‐like documents. We discuss similarities and differences in secondary and primary studies that use blog‐like documents and similarities and differences between the use of blog‐like documents and the use of already established research methods, eg, interview and survey