Kiosks in retailing: the quiet revolution

Kiosks have the potential to be a significant application of IT in retailing, information provision and service delivery. This article discusses and analyses the application of kiosks as a channel for in-store service delivery. For these kiosks a taxonomy that characterises kiosks by their function: inform, interact, transact and relate is proposed. Eight case study examples of in store kiosks are analysed in using a framework that includes environment, task, audience, and technology. Included are: kiosks used by Halifax, Daewoo, Argos, Ikea, Debenhams, GNER, Sainsbury’s. and Boots. Both the taxonomy and the framework provide a basis for further analysis of the role of kiosks in service delivery, by allowing analysis and discussion of individual kiosks to be contextualised within a wider framework. </p

Online kiosks: the alternative to mobile technologies for mobile users

Online kiosks have the potential to be a significant alternative to mobile technologies in retailing, information provision and service delivery. This article describes the development and use of different types of online kiosk in contexts where users are on the move and away from fixed technologies. A case study of a major UK airport terminal is used to illustrate different types of kiosk applications. Comparisons are made with mobile phone technologies. Online kiosks have a niche in allowing access to information, services and e-commerce technologies for all potential consumers. However, they also have a much wider role in self-managed, self-service delivery of information, services, goods and relationships to consumers on the move.</p

What is the future for undergraduate dissertations?

This article argues that the changing nature of the dissertation experience, and its associated supervision calls for more detailed attention to the development of dissertation supervisors. Dissertations have always played a major role in student learning. The following themes constitute the kernel of the article: the role of the dissertation in the student’s learning experience, managing the link between theory and practice, digitization of information resources, research methodologies and design, and finally, the implications for the role of the supervisor. It is suggested that without an awareness of the changing nature of the dissertation experience, and a more proactive approach to supervisor development, there may be serious degradation of the dissertation experience and outcomes.</p

Community building and virtual teamwork in an online learning environment

In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem based learning by interacting with each other in a virtual semi-immersive environment. This paper aims to explore the issues that there was little interaction between students from different tutorial groups and virtual teamwork developed in each of the cross cultural tutorial groups. Synchronous data from European students was captured during tutorial sessions and peer booked meetings and evidence suggests that communities of interest were established. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment. </p

Assessment and learning outcomes: the evaluation of deep learning in an on-line course

Using an online learning environment, students from European countries collaborated and communicated to carry out problem based learning in occupational therapy. The effectiveness of this approach was evaluated by means of the final assessments and published learning outcomes. In particular, transcripts from peer-to-peer sessions of synchronous communication were analysed. The SOLO taxonomy was used and the development of deep learning was studied week by week. This allowed the quality of the course to be appraised and showed, to a certain extent, the impact of this online international course on the learning strategies of the students. Results indicate that deep learning can be supported by synchronous communication and online meetings between course participants.</p

EU general data protection regulation: the impact on English local authorities

The European Union (EU) General Data Protection Regulation (2016/679) will come into force in May 2018, and its expected impact on local authorities in the UK, specifically England, is explored. The key objectives are to identify how the changes to data protection legislation might impact on current compliance procedures and policies, and to suggest ways for English local authorities to minimise the risk of non-compliance with the new law by being better informed of the obligations the new rules impose on data controllers. The study provides a context for the political and legal background regarding data protection and compares previous and existing legislation to the GDP Regulation to evaluate the amount of change likely. It then examines the current compliance situation in local authorities, through studies conducted by the British Information Commissioner's Office. Major problems in some local authorities are identified, with breaches of the Data Protection Act resulting in considerable fines totalling millions of pounds. Findings indicate that, although principles of data protection will remain the same, the Regulation will introduce important changes requiring greater vigilance over compliance if fines are to be avoided. One change is the compulsory requirement to report data breaches, which could pose a serious problem in many local authorities. Just over one third reported never having had a breach; at best this means they have little experience of dealing with one, at worst there could be more fines to come. The new law imposes a change of direction, from educating organisations after a breach has occurred to requiring proof that they took adequate measures to avoid one. Recommendations include implementing clear policies, recording incidents, staff training and having full accountability throughout the organisation. To avoid further losses to public sector services it is essential that local authorities make the needed changes to meet the new law

Women in rural Bangladesh: empowered by access to mobile phones

Mobile phones are seen as a means for social and economic progress in rural and remote areas of developing countries. In Bangladesh the availability and use of information and communication technology (ICT), particularly mobile phones, is thought to have accelerated the development of women in the rural population by creating the possibility of a wider connection. Using qualitative and quantitative methods for data collection, this research has investigated the impact of mobile phone use by women with particular emphasis on opportunities in health, education and livelihood. A sample of 99 women from three rural villages in Bangladesh showed that mobile phones provide easy access to health related services. Although impact on facilitating girls’ education appears to be limited, mobile phones have an indirect effect in ensuring security for girls. Respondents confirmed that their overall living standards have improved due to access to information on economic and income earning opportunities. These rural women also feel independent and empowered by access to a mobile phone. It can be argued that mobile phone technology can facilitate improvements in the living standards of rural women, which contribute to their personal development. Finally, the paper suggests that wide and innovative utilization of ICT is needed to accelerate development of women in the rural population with the help of low-cost mobile phone technology

E-learning challenges faced by academics in higher education

E-learning has become a necessity in higher education institutions and is being deployed in educational establishments throughout the world. Researchers have made much emphasis on its benefits but not much is discussed on the disadvantages of e-learning technology. This paper references some of the research work on the limitations of e-learning technology, categorises it in five challenges that teachers are faced with and suggestions for a successful e-learning outcome. This paper also discusses the use of e-learning technology in Middlesex University and some of the challenges they face. Lastly this paper identifies gaps in e-learning literature and calls for further works on this subject

Managing online presence in the E-learning environment : technological support for academic staff

Over the last two decades the use of E-learning technology increased to such an extent that the role of the traditional academic has been forced to change. Focusing on academics’ views, this study examines their interactions in the E-learning environment and whether online learning applications have increased academic workload (Eynon, 2005; Olaniran, 2006). This study also identifies how their role has changed and the underlying factors which may cause negativity in their working environment. Based on a literature review and twelve interviews with academics the work suggests that online learning applications have increased workload. For some academics the use of E-learning technology in UK higher education can be a full time occupation. It is evident from the data that the drawbacks to current E-learning technology outweigh the number of benefits. A key concern is the high number of working hours spent on E-learning systems by academics. This research states unequivocally that the level of complexity for some academics is daunting as well as frustrating. A key finding from this research is a wish list made by academics that can help in their role as teachers in utilising E-learning technology. Managing expectations of academics is vital to the success of E-learning technology in higher education institutions