Information technology adoption in SMEs: an integrated framework

Purpose – The aim of this research is to gain a clearer understanding of information technology (IT) adoption in small and medium-sized enterprises (SMEs) by analysing and contrasting the current literature. Whilst describing how and why SMEs acquire IT, the paper also seeks to highlight the enablers as well as the inhibitors that influence the adoption process. Design/methodology/approach – The method was a review of literature including empirical research and case studies related to IT adoption from various databases such as Business Premier, Science Direct, JStor and Emerald Insight. Supporting material was accessed from reference books regarding similar concepts and theories. Findings – The literature suggests that SMEs adopt IT for many reasons. In general, the majority of the changes result from pressures from both internal and external sources. In addition to these drivers, there are factors that influence the process either directly or indirectly. Based on these different perspectives the paper proposes a conceptual framework that is composed of those perspectives that are relevant to the adoption of IT in SMEs. Research limitations/implications – This conceptual framework for the IT adoption process is based on the existing literature. It is open to and requires empirical testing to determine its relevance and validity in a practical setting. Originality/value – The paper demonstrates the process of IT adoption in SMEs by combining perspectives from the literature. The framework will help adopters gain a practical overview of the IT adoption process in SMEs

Can a business simulation game provide support and address learning and assessment criteria?

The paper addresses the debate surrounding the business simulation game (BSG) as an educational tool. Theoretical perspectives such as motivation (Aldrich, 2003), analytical skills (Chakravorty, 2005), decision making and adaptable learning (Aldrich, 2005) and behavioural (Sherpereel, 2005) are considered. Using a BGS as pedagogical learning aid presents challenges for both staff and students (Clarke, 2009) and this paper presents an overview of current research investigating the impact of the implementation of a BSG with both UK and overseas postgraduate students from a range of business and management disciplines in a post 1992 university. The paper will present: • how staff selected an appropriate BSG, • where it was used to obtain maximum impact whilst addressing programme learning objectives, • how effective the BSG was as an assessment tool, • an evaluation of its effectiveness as a pedagogical tool in an international context

The implementation of information technology and customer relationship management systems in small and medium-sized interprises

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Using the same problem with different techniques in programming assignments

Programming assignments are used to assess a student’s understanding of the theoretical aspect of programming and their ability to put that theory into practice. When assigning programs for students to complete, it is necessary to make sure that the problem is well specified, realistic, yet is able to be completed in a relatively short period of time. In addition, each assignment should require the use of a different technique. Developing new problems for each assignment is not only time consuming for the instructor, it also requires the student to understand the problem before they can start to write the program using the specified technique. Whilst this is not a bad thing, it sometimes means that students do not really know why they use a particular technique, apart from it being part of the requirements. In this paper, we describe an approach that uses the same problem for all programming assignments within a course. The only difference between the assignments is the technique to be used. This allows students to compare techniques, see the advantages and disadvantages of them, and improve their programming style

Using the Same Problem with Different Techniques in Programming Assignments: An empirical study of its effectiveness

This paper examines the effectiveness of a technique that first appeared as a Teaching Tip in the Journal of Information Systems Education. In this approach the same problem is used in every programming assignment within a course, but the students are required to use different programming techniques. This approach was used in an intermediate C course. The assessment for the course consisted of four assignments and two examinations, one mid-term and one final. The first two assignments deal with basic C programming and functions, and the other two with classes and inheritance. The mid-term covers the basics of programming, including functions, and the final focuses on the use of classes and inheritance. The performance of students in the course was measured in the two semesters before and in the two semesters after introducing the use of the same problem. This was done by collecting the student scores for the assignments and examinations. Statistical analysis showed that there was a significant difference in the means of the scores for the last two assignments and the final before and after introducing the use of the same assignment problem, but no significant differences in the means of the scores for the first two assignments and the mid-term. This would indicate that using the same problem for assignments in programming classes could improve student learning by allowing students to focus on the technique, such as inheritance, rather than having first to understand new program requirements. This approach also has the advantage from an instructor's viewpoint, in that it will reduce the amount of time spent specifying assignments and the time spent in grading as well

The effectiveness of different assessment strategies: an empirical study

In this paper we report on our experiences from aligning assessment strategies with available resources when constantly redesigning an introductory course on business information and communication technologies at a North American university. The examination and assignment results of 148 students have been analyzed to better understand the effectiveness of different assessment strategies when redesigning the course. We have managed to adapt our assessment strategy to using fewer resources while maintaining an effective learning environment. The data analysis suggests that no significant differences occurred with regards to learning outcomes and that a computer-supported assessment strategy has advantages with regard to preparing students for examination

Information technology adoption in small businesses: confirmation of a proposed framework

This paper investigates which drivers affect information technology (IT) adoption and which factors relate to a successful IT implementation in small businesses, where the adoption rate is traditionally low and the failure rate is high. The findings from this study suggest that customers are the main driving force of IT adoption. When it comes to IT implementation, our results suggest that managers/owner–managers must engage with five factors: organization, internal IT resources, external IT consultants, supplier relations, and customer relations. These findings give further insight into IT adoption in small businesses and highlight the importance of customer relations in the adoption process