The Effect of Sustained Use of Cloud-Based Business Services on Organizations' Performance: Evidence from SMEs in Malaysia

2019 ◽  
Author(s):  
Mohammed A. Al-Sharafi ◽  
Ruzaini Abdullah Arshah ◽  
Emad A. Abu-Shanab ◽  
Qasim Alajmi
Keyword(s):  
Business Services ◽  
Sustained Use

Impact of Digitalization on Service Work in Knowledge-Intensive Business Services: An Empirical Study in Tax Consultancies

2019 ◽  
Vol 3 (4) ◽  
pp. 209-222
Author(s):  
Philipp K. Görs ◽  
Henning Hummert ◽  
Anne Traum ◽  
Friedemann W. Nerdinger
Keyword(s):  
Work Engagement ◽  
Service Work ◽  
Psychological Consequences ◽  
Business Services ◽  
Knowledge Intensive Business Services ◽  
Positive Effects ◽  
Knowledge Intensive ◽  
The Impact ◽  
Positive Effect ◽  
Special Case

Digitalization is a megatrend, but there is relatively little knowledge about its consequences for service work in general and specifically in knowledge-intensive business services (KIBS). We studied the impact of digitalization on psychological consequences for employees in tax consultancies as a special case of KIBS. We compare two tax consulting jobs with very different job demands, those of tax consultants (TCs) and assistant tax consultants (ATCs). The results show that the extent of digitalization at the workplace level for ATCs correlates significantly positively with their job satisfaction. For TCs, the same variable correlates positively with their work engagement. These positive effects of digitalization are mediated in the case of ATCs by the impact on important job characteristics. In the case of TCs, which already have very good working conditions, the impact is mediated by the positive effect on self-efficacy. Theoretical and practical consequences of these results are discussed.

scholarly journals Sustained Use of Virtual Meeting Platforms for Classes in the Post-Coronavirus Era: The Mediating Effects of Technology Readiness and Social Presence

2021 ◽  
Vol 13 (15) ◽  
pp. 8203
Author(s):  
Yumi Yi ◽  
Rosemary Hyejin Moon
Keyword(s):  
Social Presence ◽  
Course Satisfaction ◽  
Technology Readiness ◽  
Virtual Technology ◽  
Virtual Communication ◽  
Virtual Meeting ◽  
Sustained Use ◽  
Academic Courses ◽  
In Series ◽  
Perceived Social Presence

In response to the COVID-19 pandemic, educational institutions were forced to turn to online classes that are either recorded or taught live on virtual meeting platforms. Students could, therefore, attend classes from virtually any location using their mobile devices and Internet access. Despite the prolonged pandemic, little attention has been paid to whether offering courses on a virtual meeting platform is sustainable. This study, therefore, explores the antecedents of students’ intentions regarding the sustained use of virtual meeting platforms for academic courses. We investigated the relationship between technology readiness (TR) and perceived social presence (SP) within a virtual communication setting with course satisfaction and sustained use intention. Data were collected via a survey from 525 college students in South Korea who had attended classes using a virtual meeting platform. Serial mediation analysis revealed a pathway in which SP and course satisfaction in series fully mediate the positive relationship between technology readiness and sustainability. This study discusses the implications in relation to the sustainability of virtual technology-based courses as a replacement of live classroom-based courses from a user perspective. Further research is needed to understand users’ negative experiences of attending courses on virtual meeting platforms.

Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies

2010 ◽  
Vol 3 (4) ◽  
pp. 315-342 ◽  
Author(s):  
Devin M. Kearns ◽  
Douglas Fuchs ◽  
Kristen L. McMaster ◽  
Laura Sáenz ◽  
Lynn S. Fuchs ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Peer Assisted Learning ◽  
Sustained Use ◽  
Peer Assisted Learning Strategies

A little help from my friends: how purchasing gains influence in complex business-to-business services: the case of legal

2017 ◽  
Vol 32 (2) ◽  
pp. 206-217 ◽  
Author(s):  
Wendy L. Tate ◽  
Lisa M. Ellram ◽  
Ulrich Schmelzle
Keyword(s):  
Supplier Management ◽  
Positive Contribution ◽  
Business Service ◽  
Case Study Method ◽  
Business Services ◽  
Content Type ◽  
Additional Costs ◽  
Service Procurement ◽  
Business To Business

Purpose The purpose of this research is to develop an understanding of how purchasing can become meaningfully involved in complex business-to-business service purchases. Design/methodology/approach A single in-depth case study method of an exemplar organization was applied to better understand the purchasing function’s role in adding to the value proposition in complex, non-traditional business-to-business service purchases. Findings Powerful allies or advocates can mediate purchasing involvement in service procurement. However, once the involvement is initiated, purchasing must make a positive contribution with respect to the specific needs and expectations of the budget owner to retain its influence. Research limitations/implications This research extends institutional theory to show how powerful allies or advocates can mediate purchasing involvement in the complex services spend. Practical implications This study describes the potential impact of purchasing’s involvement in complex services spend and highlights the opportunities for purchasing managers to improve supplier management and drive out additional costs. Originality/value For the business practitioner, this research provides evidence regarding how individual functions can gain influence in the organization. A conceptual model describes the meaningful involvement of purchasing in complex business-to-business service purchases.

Sustaining Research-Based Practices in Reading

1999 ◽  
Vol 20 (5) ◽  
pp. 263-287 ◽  
Author(s):  
Janette K. Klingner ◽  
Sharon Vaughn ◽  
Marie Tejero Hughes ◽  
Maria Elena Arguelles
Keyword(s):  
Instructional Practices ◽  
High Rate ◽  
Strategic Reading ◽  
School Year ◽  
Wide Range ◽  
Sustained Use ◽  
Development Experience ◽  
Collaborative Strategic Reading ◽  
Research Based Practices ◽  
Over Time

This study examined the extent to which the reading instructional practices learned by a cohort of teachers who participated in an intensive, yearlong professional development experience during the 1994-1995 school year have been sustained and modified over time. Teachers learned three multileveled practices—partner reading, collaborative strategic reading, and making words—that promote gains in reading for students from a wide range of achievement levels. Teachers were observed and interviewed 3 years later to determine the extent to which they continued to implement the practices, the ways in which they modified them, and factors that influenced their sustained use of the practices. With the exception of one teacher, all the teachers sustained one or more of the three practices at a high rate.

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