Whattya Mean it’s Not All About Me? Involving Undergraduate Students in an Analysis of a Tablet PC Initiative

Institutions of higher learning have understood for many years that in order stay competitive, they must have technology-based initiatives in place. Since the mid-1990’s, there has been a trend toward student laptop lease/buy programs. Beginning in the early 2000’s and until recently, many colleges and universities have begun to experiment with tablet PC computing requirements. More often than not, incoming freshmen have few choices. Typically the university tells the students and their parents which computing platform and manufacturer they have chosen for them and the students are required to purchase or lease that computer at the university’s designated price. Students rarely understand how or why the university has chosen a particular platform and often resent having to pay, what they perceive as, premium prices for their total computing package. This paper introduces a team-based project that was assigned to a 200-level undergraduate Management Information Systems (MIS) class. The purpose of this project was to have the students look at the decision-making process as it impacts not only students, but the university’s faculty, technology support, and finance

First Year Experience: How We Can Better Assist First-Year International Students in Higher Education?

While many American colleges and universities are providing a First Year Experience (FYE) course or program for their first year students, those programs are not often customized to take into account international students’ (IS) unique challenges. Using quantitative and qualitative methods, this study evaluated a FYE course that was customized for IS in a college setting. Nineteen IS and eight domestic students (DS) who attended FYE classes completed a survey; 18 of the 19 IS were interviewed. Overall, the FYE class was successful in terms of helping IS to familiarize themselves with academic resources and expectations, understanding American culture, making more American friends, and improving their English language skills. Suggestions for future integration of IS into FYE programs are discussed

An Empirical Study of Behavioral Factors Influencing Text Messaging Intention

This manuscript provides a comprehensive review of many of the behavioral factors associated with the use of technology and tests their applicability to text messaging. The theories explored included End User Computer Satisfaction, Theory of Reasoned Action, Diffusion of Innovation, Theory of Planned Behavior, and Technology Acceptance Model. In addition, Positive and Negative Emotion factors were developed and tested to examine their influence on text messaging behavioral intention. Several statistical processes were utilized to develop and confirm the factors. The results of the study suggest that no one model can fully explain texting behavior but several factors did have a significant influence on intention at p \u3c .05. These factors were Attitude, Compatibility, Ease of Use, Satisfaction, and Visibility. These factors can serve as areas that practitioners and researchers can focus on to improve text messaging intention and obtain the significant benefits of this technology

Analysis of the Variables that Affect Frequency of Use and Time Spent on Social Networking

This manuscript provides a comprehensive review of the many potential variables associated with the use of technology and tests their applicability to social networking. Variables were included from a variety of well accepted theories including Theory of Reasoned Action, Diffusion of Innovation, Theory of Planned Behavior, Technology Acceptance Model and End User Computer Satisfaction. Prior studies have explored variables and factors that influence social networking intention and behavior. This study is an extension of prior studies that separately reviewed emotions associated with social networking behavior and intention as well as applying the TRA model and the Diffusion of Innovation theory model to behavioral intention. This study is unique in that it does not review the intention or usage of the technology but rather explores the frequency of use and the amount of time spent using the technology. In addition, it is a comprehensive look at variables from a number of important behavioral theories as well as emotions. As a result, we can explore a comprehensive review of many variables effect on the relative importance of the technology and its time and frequency penetration on the part of users rather than just a generic variable measuring agreement with an intention to use and actual use

An Empirical Study of Social Networking Behavior Using Diffusion of Innovation Theory

Online social networking (SN) has gained enormous popularity in the last ten years with users numbering in the millions. There are an equal number of males and females who use social networking and there is no difference in ethnicity; Caucasians, African-American and Hispanic adults are equally likely to use these sites. This paper studies social networking behavior using Rogers (1995) model of human behavior known as Diffusion of Innovation (DI). Specifically, findings reveal that behavioral compatibility (COMP) with social networking, relative advantage (RA), complexity (CMPX) and ease of trying (TRY) are positively associated with intention to use social networking. In addition, findings confirm that intention influences use of social networking. A review of gender shows little difference between diffusion influences on intention. The modified DI model provides a good fit with the overall data and can be used to predict and understand the usage of social networking

The Benefits of Service Learning in a Down-Turned Economy

With businesses struggling for resources during economic downturns, traditional business student internships were becoming more difficult to develop. One business school extended its experiential learning opportunities with specific management projects in community small business, healthcare, education, and non-profit organizations. The on-campus service learning center provided project development, logistical support, and assessment for forty-five business students to participate in 38 on-site, Human Resource Management projects. Means and standard deviations for self-report, end-of-semester surveys were determined for six Likert-scale items that measured the students? satisfaction with the project experience, and percentages were calculated of students who indicated specific personal and intellectual benefits derived from the projects. Most students reported favorable experiences with these non-traditional learning sites. Student projects developed management career choice information through the on-site application of their practitioner skills. They also benefited from their classroom reflections and interactions in sharing their problems, insights, and outcomes among their classmates. Students indicated they felt increased self-confidence, more comfortable about entering the working world, and more awareness of the linkages between the business and community service worlds. Through service learning, students gained experience in leadership, scholarship, and citizenship to become better members of their communities despite an economic downturn

Does Gender Play A Role In Text Messaging?

This purpose of this research was to study the effect of gender on text messaging (SMS). A comprehensive survey was developed to explore various aspects of text messaging usage. The survey included factors from the Theory of Reasoned Action, Technology Acceptance Model, Theory of Planned Behavior, End User Computer Satisfaction, Expectation/Confirmation Theory, and Diffusion of Innovation. Overall, there was very little statistical difference based on gender with the exception of emotions. All of the positive emotions were higher for females than males. In other words, females were more pleased, satisfied, contented, and delighted with their text messaging experience

A Longitudinal Study of CIS Students, Course Performance and MBTI Personality Types

This research is a longitudinal study of Jungian personality traits and academic success of students enrolled in Computer Information Systems (CIS) courses. The Myers-Briggs Type Indicator (MBTI) measurement scale was self-analyzed by students in CIS courses from fall 2001 through spring 2013. The results of this study indicate that both Extroverts and Judgers have increased as percentage of enrollment between 2001-2003 and 2012-2013. There was no change in academic success, as measured by grades achieved, by personality type from 2001-2003 and 2012-2013

Invited Paper: Four Important Strategic Issues for Computer Information Systems Education

This paper invites Computer Information System (CIS) program stakeholders to consider several strategic issues. They include: Curriculum & Pedagogy, Business Model & Value Proposition, Increasingly Diverse Student Body, and Student Success & Completion. These strategic issues are those in which faculty have the ability to provide the most influence and make the most impact; areas in which the faculty can make significant contributions without requiring higher-level organizational commitment. In addition, attention to these four areas can help to address the shortage of individual entry-level employees in the field. The paper does not offer prescriptive solutions; rather, it broadly frames some strategic issues and suggests areas for stakeholder consideration. Ideally, each program should weigh strategic issues against the backdrop of the environmental factors, i.e., opportunities and threats, within which it operates, and in the context of its own strengths and weaknesses. Moreover, each program should consider its own relevant strategic issues from the perspective of its mission, values, and aspirations

First Year Experience: How We Can Better Assist First-Year International Students in Higher Education

While many American colleges and universities are providing a First Year Experience (FYE) course or program for their first year students, those programs are not often customized to take into account international students’ (IS) unique challenges. Using quantitative and qualitative methods, this study evaluated a FYE course that was customized for IS in a college setting. Nineteen IS and eight domestic students (DS) who attended FYE classes completed a survey; 18 of the 19 IS were interviewed. Overall, the FYE class was successful in terms of helping IS to familiarize themselves with academic resources and expectations, understanding American culture, making more American friends, and improving their English language skills. Suggestions for future integration of IS into FYE programs are discussed