EduRN: Information Systems & eBusiness Education (ISN) (Topic)最新文献

{"title":"The Research and Writing Template","authors":"E. Kitenge, L. Trautman","doi":"10.2139/ssrn.3911637","DOIUrl":"https://doi.org/10.2139/ssrn.3911637","url":null,"abstract":"While every business school discipline (accounting, business law, communication, economics, entrepreneurship, finance, management, marketing, organizational behavior, and strategy each possess scholarly trends and momentary fashion, scholarly research and writing has developed over the years in a manner that lends itself to some useful generalizations. Particularly for young scholars who are new to the challenges of research methods, a clear picture of at least one acceptable approach to the articulation of a research problem seems useful. We have drafted this introductory reading with a view toward providing just that, some initial thoughts to prod the thinking about the research and writing process. We seek to provide a quick read of thirty minutes or less to set the stage for all the hard work, dismissed ideas, and blind alleys that inevitably confront the PhD student about to embark on a journey that will hopefully lead, just a few years later, to a relatively quick (maybe a year or two less than the norm) completion of a thoughtful, cogent, and important dissertation having “real world” scholarly impact.","PeriodicalId":321728,"journal":{"name":"EduRN: Information Systems & eBusiness Education (ISN) (Topic)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115878605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Financial literacy and its influence on internet banking behaviour","authors":"P. Andreou, Sofia Anyfantaki","doi":"10.2139/ssrn.3499104","DOIUrl":"https://doi.org/10.2139/ssrn.3499104","url":null,"abstract":"This study examines the level and antecedents of financial literacy and investigates its influence on consumers’ internet banking behaviour. The focus is on Cyprus, a country that experienced an unprecedented financial crisis in 2013 that caused an enormous shrinkage of the banking sector. Ever since then, banks have been investing in financial innovations, such as internet banking (i-banking), aiming to enhance customer service and efficiency in the age of financial digitalization. Notwithstanding, the results show that financial literacy is yet too low in Cyprus, whereby only 37.33% of the study’s survey adults have a good financial knowledge proficiency level. The results indicate that financially literate consumers show a strong preference for frequent use of i-banking, whereby the odds of using i-banking frequently are increased by more than 64% for one standard deviation increase in the respondents’ financial knowledge score. The findings highlight the crucial interplay of digital and financial sophistication, and their positive influence on consumers’ usage of digital financial services. The evidence from Cyprus also points to policy directions according to which digital financial education programs should be a central element in national financial literacy strategies.","PeriodicalId":321728,"journal":{"name":"EduRN: Information Systems & eBusiness Education (ISN) (Topic)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132006012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Informationally Robust Comparative Statics in Incomplete Information Games","authors":"T. Heumann","doi":"10.2139/ssrn.3213512","DOIUrl":"https://doi.org/10.2139/ssrn.3213512","url":null,"abstract":"A continuum of agents play an incomplete information game with continuous action. An agent’s best-response function is linear on his expectation of a common payoff shock and the average action taken by the other agents. The interaction parameter is the weight that an agent places on the actions of the other agents. We give informationally robust predictions of the impact that a marginal change in the interaction parameter has on the agents’ equilibrium expected utility for any given equilibrium outcome. Our predictions are informationally robust in the sense that they hold across all information structures that are consistent with the observed equilibrium outcome. We express our informationally robust predictions solely in terms of the equilibrium outcome; this gives a “Bayes-correlated-equilibrium approach” to comparative statics (cf. Bergemann and Morris (2013); Bergemann and Morris (2016)). The results are applied to give robust predictions on the impact that a marginal change in the interaction parameter has on any other statistics of the equilibrium outcome (e.g., other measures of total welfare or the actions’ volatility). We use our results to study a competitive market with dispersed information (cf. Guesnerie (1992); Vives (1993)); we give robust predictions of the impact that a marginal change in the elasticity of the demand has on the firms’ profits. We also use our results to study economies that are inefficient when agents have dispersed information (cf. Morris and Shin (2002); Angeletos and Pavan (2007)); we give robust predictions of the impact that a marginal change in a tax rate has on the total welfare.","PeriodicalId":321728,"journal":{"name":"EduRN: Information Systems & eBusiness Education (ISN) (Topic)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125198539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Healthcare.Gov (a)","authors":"Y. Grushka-Cockayne, B. Ward","doi":"10.2139/ssrn.2975182","DOIUrl":"https://doi.org/10.2139/ssrn.2975182","url":null,"abstract":"This case follows the rollout of HealthCare.gov, the website that allows consumers to compare plans and purchase health insurance online as part of the Patient Protection and Affordable Care Act. The website was plagued with problems from the start, including missed launch dates, faulty functionality, and ballooning costs. But despite the issues, was the project a success? \u0000Excerpt \u0000UVA-QA-0836 \u0000Rev. Nov. 21, 2017 \u0000HealthCare.gov (A) \u0000The first few weeks of October 2013 had been maddening for President Barack Obama. More than two weeks had passed since the disastrous launch of HealthCare.gov, and the administration still did not know what had happened. Daily meetings with the members of the U.S. Department of Health and Human Services (HHS) had produced minimal understanding of why or how the website had failed. Obama's chief of staff, Denis McDonough, traveled constantly to the headquarters of the Centers for Medicare and Medicaid Services (CMS), the lead agency charged with constructing the website, searching for answers. On an October 17 visit, CMS told McDonough that only 30% of visitors to HealthCare.gov could access the site at all. That same day, the White House press secretary publicly announced that improvements were being made every day. Privately, however, McDonough was tasked with a different mission: determining whether HealthCare.gov could be salvaged and improved upon, or if the administration needed to scrap the whole website and start over. \u0000The Affordable Care Act \u0000On March 23, 2010, President Obama signed into law the Patient Protection and Affordable Care Act (PPACA), commonly referred to as the Affordable Care Act (ACA) or simply Obamacare. (See Exhibit 1 for a timeline of ACA milestones.) The most comprehensive piece of legislation passed in the United States in nearly half a century, the ACA established a wide-ranging set of laws, including ending insurance discrimination for patients with preexisting conditions, providing further coverage for young adults and women, and strengthening the Medicare program for senior citizens. In establishing a “Patient's Bill of Rights,” Obamacare sought to protect consumers from the health insurance industry and make health insurance more affordable and accessible for all Americans. \u0000. . .","PeriodicalId":321728,"journal":{"name":"EduRN: Information Systems & eBusiness Education (ISN) (Topic)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128117613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students' Experience Toward e-Portfolios as a Reflective Assessment Tool in a Dual Mode Indigenous Business Course","authors":"Kerry Bodle","doi":"10.1108/ARJ-06-2015-0089","DOIUrl":"https://doi.org/10.1108/ARJ-06-2015-0089","url":null,"abstract":"Purpose - The purpose of this paper is to investigate students’ experiences of, and attitudes on, the use of technology – in the form of ePortfolio – as an assessment tool. The authors seek to determine whether ePortfolios aid students in facilitating critical reflection on their learning and academic skill development. The authors also determine whether ePortfolios can provide an alternative assessment tool to the traditional assessment practices in the accounting and business discipline. Design/methodology/approach - This study surveys students enrolled in an indigenous business course using questions on the usability of ePortfolios, technical support and effectiveness in critical reflection and learning. Formal evaluations were included to capture students’ self-reflections on their ePortfolio experience. The analysis included analysis of variance, Findings - Results indicated that students show positive attitudes toward ePortfolios even after controlling for possible confounding variables such as previous experience, attitudes and accessibility. The authors also found that ePortfolios are a useful vehicle for enhancing students’ learning and understanding of indigenous knowledge in a business context. They were also found to facilitate students’ ability to critically reflect, engage in learning and develop their academic skills. Research limitations/implications - The findings of this study could benefit those working in higher education, particularly accounting academics in Australian universities, and the adaptation of ePortfolios in a blended learning environment, and contribute to pedagogical knowledge regarding indigenous business issues. Academics could design the curriculum of the accounting courses within the commerce programme that addresses programme learning objectives to align with graduate employability outcomes. Practical implications - This study provides a foundation for improving the design and assessment of written communication activities in accounting courses to achieve employability skills outcomes commensurate with university accreditation criteria. This could be achieved with the development of a community of practice developed by the professional accounting bodies in collaboration with Australian universities. Originality/value - The research is not wholly new, although the use of ePortfolios in accounting education is not widely reported and, therefore, may be of interest to those in advancing the accounting education agenda. In light of the recent call by Australian professional accounting bodies, ePortfolios can provide accounting graduates the non-technical or soft skills such as communication, interpersonal and critical thinking.","PeriodicalId":321728,"journal":{"name":"EduRN: Information Systems & eBusiness Education (ISN) (Topic)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131135781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}