A ranking of critical competencies for shore-based maritime logistics executives in the digital era

Author(s):  
Xue Li ◽  
Xin Ying Charlene Ng ◽  
Yusheng Zhou ◽  
Kum Fai Yuen
2010 ◽  
Author(s):  
Jhih-Syuan Lin ◽  
Yongjun Sung
Keyword(s):  

2019 ◽  
Vol 10 (5) ◽  
pp. 421-437
Author(s):  
Qiong Dang ◽  

In 2001, the website of the Palace Museum was opened to the public, marking that museum’s first step into the digital era in China. Numerous studies and much research has concentrated on how to employ this new technology in order to digitize the museum and its collection. However, little attention has been paid to research regarding visitor satisfaction’s regarding museum websites in China. This research aims to fill the gap. Consequently, this conceptual model has been proposed, and the Palace Museum website was as the research objective. Empirical methodology has been applied and the online survey was created to gather data, which results in a total of 557 questionnaires being analyzed though the SPSS 20.0. The findings demonstrate that system quality, perceived usefulness, perceived usability, and the museum’s image have a positive impact on visitor satisfaction regarding their continuance intention. Furthermore, managerial implications are proposed for museum practitioners.


2012 ◽  
Vol 2 (5) ◽  
pp. 332-332
Author(s):  
Maradiya Manisha D ◽  
Keyword(s):  

2012 ◽  
Vol 16 (1) ◽  
Author(s):  
Paula Mae Bigatel ◽  
Lawrence C. Ragan ◽  
Shannon Kennan ◽  
Janet May ◽  
Brian F. Redmond

This exploratory study examined teaching behaviors, attitudes, and beliefs (referred to as tasks) that reflect potential competencies for online teaching success. In this study, teaching tasks are those tasks performed during course delivery. Based on faculty interviews and a review of relevant research, 64 teaching tasks were identified and included in 7-point Likert scale survey instrument. It was distributed to experienced online faculty and staff asking them to rate the level of importance of a list of teaching tasks and resulted in a sample of 197 responses. Of interest was the fact that over half of the teaching tasks had a rating of 6.0 on the 7-point scale and more than half of the tasks that were rated 6.0 or higher did not load into categories using factor analysis. Further examination of the results is required to determine why highly rated teaching tasks did not fall (load onto) into any factor. Results of the importance of the tasks will form the basis of faculty development efforts aimed at providing faculty with professional development in critical competencies to ensure online teaching success.


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