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Learning from anywhere, anytime: The use of mobile technologies for educational purposes

This contribution is a excerpt from my latest article that was published by Springer’s Technology, Knowledge and Learning (Journal). The content has been adapted for this blog post.

Suggested citation: Camilleri, M.A. & Camilleri, A.C. (2022). Learning from anywhere, anytime: Utilitarian motivations and facilitating conditions to use mobile learning applications. Technology, Knowledge and Learninghttps://doi.org/10.1007/s10758-022-09608-8

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University students are using mobile technologies to improve their learning outcomes. In the past years, a number of academic authors contended that educational apps were supporting many students in different contexts Butler et al., 2021; Crompton & Burke, 2018; Hamidi & Chavoshi, 2018; Sung et al., 2016; Tosuntas et al., 2015). In the main, they maintained that ubiquitous technologies enable them to access learning management systems and to engage in synchronous conversations with other individuals (Camilleri & Camilleri, 2021).

One may argue that the m-learning paradigm is associated with the constructivist approaches (Chang et al., 2018), including those related with discovery-based learning (Camilleri & Camilleri, 2019c). Relevant theoretical underpinnings suggest that the use of mobile apps can improve the delivery of quality, student-centered education (Camilleri & Camilleri, 2021; Camilleri, 2021b; Chang et al., 2018; Crompton & Burke, 2018; Furió et al., 2015; Lameu, 2020; Nikolopoulou et al., 2021; Sung et al., 2016; Swanson, 2020). This research raises awareness on m-learning technologies that enable students to search for solutions for themselves through the Internet and via learning management systems. It also indicated that mobile apps like Microsoft Teams or Zoom, among others, allow them to engage in synchronous conversations with course instructors and with their peers, in real time.

This study explored the users’ perceptions about m-learning technologies. It validated key constructs from TAM Briz-Ponce et al., 2017; Cheung & Vogel, 2013; Granić & Marangunić, 2019; Ngai et al., 2007; Scherer et al., 2019; Thong Hong & Tam, 2002) and UTAUT (Gunasinghe et al., 2019; Yang et al., 2019), as shown in Table 1.

The descriptive statistics clearly indicated that the research participants felt that m-learning technologies were useful for them to continue their course programs. The principal component analysis confirmed that the students’ engagement with their educational apps was primarily determined by their ease of use. This is one of the main factors that influenced their intentions to engage with m-learning apps.

The findings revealed that higher education students were using m-learning apps as they considered them as useful tools to enhance their knowledge. Evidently, their perceptions about the ease of use of m-learning technologies were significantly correlated with their perceived usefulness. In addition, it transpired that both constructs were also affecting their attitudes towards usage, that in turn preceded their intentions to use m-learning apps.

The results also revealed that the respondents were satisfied by the technical support they received during COVID-19. Apparently, their university provided appropriate facilitating conditions that allowed them to engage with to m-learning programs during the unexpected pandemic situation and even when the preventative restrictions were eased.

The stepwise regression analyses shed light on the positive and significant relationships of this study’s research model. Again, these results have proved that the respondents were utilizing m-learning apps because their university (and course instructors) supported them with adequate and sufficient resources (i.e. facilitating conditions). The findings indicated that they were assisted (by their institution’s helpdesk) during their transition to emergency remote learning. In fact, the study confirmed that there was a positive and significant relationship between facilitating conditions and the students’ engagement with m-learning technologies.

On the other hand, this empirical research did not yield a statistically significant relationship between the students’ social influences and their intentions to use the mobile technologies. This is in stark contrast with the findings from past contributions, where other researchers noted that students were pressurized by course instructors to use education technologies (Camilleri & Camilleri, 2020; Teo & Zheng, 2014). The researchers presume that in this case, the majority of university students indicated that they were not coerced by educators or by their peers, to use m-learning apps. This finding implies that students became accustomed or habituated with the use of mobile technologies to continue their course programs.

This research builds on previous technology adoption models Davis et al., 1989; Venkatesh et al., 2003; 2012) to better understand the students’ dispositions to engage with m-learning apps. It integrated constructs from TAM with others that were drawn from UTAUT/UTAUT2. To the best of the researchers’ knowledge, currently, there are no studies that integrated facilitating conditions and social influences (from UTAUT/UTAUT2) with TAM’s perceived ease of use, perceived usefulness and attitudes. This contribution addresses this knowledge gap in academia. In sum, it raises awareness on the importance of providing appropriate facilitating conditions to students (and educators). This way, they will be in a better position to use educational technologies to improve their learning outcomes.

Practical implications

This research indicated that students held positive attitudes and perceptions on the use of m-learning technologies in higher educational settings. Their applications allow them to access course material (through Moodle or other virtual learning environments) and to avail themselves from video conferencing facilities from everywhere, and at any time. The respondents themselves considered the mobile technologies as useful tools that helped them improve their learning journeys, even during times when COVID-19’s preventative measures were eased. Hence, there is scope for university educators and policy makers to create and adopt m-learning approaches in addition to traditional teaching methodologies, to deliver quality education (Camilleri, 2021).

Arguably, m-learning would require high-quality wireless networks with reliable connections. Course instructors have to consider that their students are accessing their asynchronous resources as well as their synchronous apps (like Zoom or Microsoft Teams) on campus or in other contexts. Students using m-learning technologies should have appropriate facilitating conditions in place, including adequate Wi-Fi speeds (that enable access to high-res images, and/or interactive media, including videos, live streaming, etc.). Furthermore, higher education institutions ought to provide ongoing technical support to students and to their members of staff (Camilleri & Camilleri, 2021).

This study has clearly shown that the provision of technical support, as well as the utilization of user-friendly, m-learning apps, among other factors, would probably improve the students’ willingness to engage with these remote technologies. Thus, course instructors are encouraged to create attractive and functional online environments in formats that are suitable for the screens of mobile devices (like tablets and smartphones). There can be instances where university instructors may require technical training and professional development to learn how to prepare and share customized m-learning resources for their students.

Educators should design appealing content that includes a good selection of images and videos to entice their students’ curiosity and to stimulate their critical thinking. Their educational resources should be as clear and focused as possible, with links to reliable academic sources. Moreover, these apps could be developed in such a way to increase the users’ engagement with each other and with their instructors, in real time.

Finally, educational institutions ought to regularly evaluate their students’ attitudes and perceptions toward their m-learning experiences, via quantitative and qualitative research, in order to identify any areas of improvement.

Research limitations and future research directions

To date, there have been limited studies that explored the institutions’ facilitating conditions and utilitarian motivations to use m-learning technologies in higher education, albeit a few exceptions. A through review of the relevant research revealed that researchers on education technology have often relied on different research designs and methodologies to capture and analyze their primary data. In this case, this study integrated measures that were drawn from TAM and UTAUT. The hypotheses were tested through stepwise regression analyses. The number of respondents that participated in this study was adequate and sufficient for the statistical purposes of this research.

Future research could investigate other factors that are affecting the students’ engagement with m-learning technologies. For example, researchers can explore the students’ intrinsic and extrinsic motivations to use educational apps. These factors can also have a significant effect on their intentions to continue their learning journeys. Qualitative research could shed more light on the students’ in-depth opinions, beliefs and personal experiences on the usefulness and the ease of use of learning via mobile apps, including serious games and simulations. Inductive studies may evaluate the effectiveness as well as the motivational appeal of gameplay. They can possibly clarify how, where and when mobile apps can be utilized as teaching resources in different disciplines. They can also identify the strengths and weaknesses of integrating them in the curricula of specific subjects.

Prospective researchers can focus on the design, structure and content of m-learning apps that are intended to facilitate the students’ learning experiences. Furthermore, longitudinal studies may provide a better understanding of the students’ motivations to engage with such educational technologies. They can measure their progress and development, in the long term. The students’ perceptions, attitudes and intentions to use m-learning technologies can change over time, particularly as they become experienced users.

A prepublication of the full article is available here: https://www.researchgate.net/publication/360541461_Learning_from_anywhere_anytime_Utilitarian_motivations_and_facilitating_conditions_to_use_mobile_learning_applications

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Filed under Conferencing Technologies, Education, education technology, internet technologies, internet technologies and society, Learning management systems, Mobile, mobile learning, online streaming, Remote Learning

The acceptance of learning management systems and video conferencing technologies

The following texts are excerpts from one of my latest articles.

Suggested Citation: Camilleri, M.A. & Camilleri, A.C. (2021). The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19, Technology, Knowledge and Learning, https://doi.org/10.1007/s10758-021-09561-y

Introduction

An unexpected Coronavirus (COVID-19) pandemic has disrupted the provision of educational services in various contexts around the globe (Rahiem, 2020; Johnson, Veletsianos & Seaman, 2020; Bolumole, 2020). During the first wave of COVID-19, several educational institutions were suddenly expected to interrupt their face-to-face educational services. They had to adapt to an unprecedented situation. This latest development has resulted in both challenges and opportunities to students and educators (Howley, 2020; Araújo, de Lima, Cidade, Nobre, & Neto, 2020). Education service providers, including higher education institutions (HEIs) were required to follow their respective governments’ preventative social distancing measures and to increase their hygienic practices, to mitigate the spread of the pandemic. Several HEIs articulated contingency plans, disseminated information about the virus, trained their employees to work remotely, and organized virtual sessions with students or course participants.

Course instructors were expected to develop a new modus operandi to deliver their higher education services, in real time (Johnson et al., 2020). During the pandemic, many HEIs migrated from traditional and blended teaching approaches to fully virtual and remote course delivery. However, their shift to online, synchronous classes did not come naturally. COVID-19 has resulted in different problems to course instructors and to their students. In many cases, during the pandemic, educators were compelled to utilize online learning technologies to continue delivering their courses (Fitter, Raghunath, Cha, Sánchez, Takayama & Matarić, 2020). In the main, educators have embraced the dynamics of remote learning technologies to continue delivering educational services to students, amid peaks and troughs of COVID-19 cases.

Subsequently, policy makers have eased their restrictions when they noticed that there were lower contagion rates in their communities. After a few months of lockdown (or partial lock down) conditions, there were a number of HEIs that were allowed to open their doors. They instructed their visitors to wear masks, and to keep socially distant from each other. Most HEIs screened individuals for symptoms as they checked their temperatures and introduced strict hygienic practices like sanitization facilities in different parts of their campuses.  

However, after a year and a half, since the outbreak of COVID-19, some academic members of staff were still relying on the use of remote learning technologies like learning management systems (like Moode) and video conferencing software to teach their courses (Cesco, Zara, De Toni, Lugli, Betta, Evans & Orzes, 2021). During the pandemic, they became acquainted with online technologies that facilitated asynchronous learning through text and/or recorded video (Sablić, Mirosavljević & Škugor, 2020). Moreover, many of them, organized interactive sessions with their students in real time. Very often, they utilized video conferencing platforms including Microsoft Teams, Google Meet, Zoom, D2L, Webex, Adobe Connect, Skype for Business, Big Blue Button and EduMeet, among others. COVID-19 has triggered them to use these remote technologies to engage in two-way communications with their students.

Although in the past year, there were a number of researchers who have published discursive articles about the impacts of COVID-19 on higher education, for the time being, there are just a few empirical studies on the subject (Bergdahl & Nouri, 2020; Aguilera-Hermida, 2020; Gonzalez, de la Rubia, Hincz, Comas-Lopez, Subirats, Fort & Sacha, 2020). This contribution addresses this gap in academia. Specifically, it investigates the facilitating conditions that can foster the students’ acceptance and usage of remote learning technologies. It examines the participants’ utilitarian motivations to utilize asynchronous learning resources to access course material, and sheds light on their willingness to engage with instructors and/or peers through synchronous, video conferencing software, to continue pursuing their educational programs from home, during an unexpected pandemic situation.

This study builds on previous theoretical underpinnings on technology adoption (Cheng & Yuen, 2018; Al-Rahmi, Alias, Othman, Marin & Tur, 2018; Merhi, 2015; Schoonenboom, 2014; Lin, Zimmer & Lee, 2013; Chen, Chen & Kazman, 2007; Ngai, Poon & Chan, 2007; Davis, 1989). At the same time, it explores the students’ perceptions about the interactivity (McMillan & Jang-Sun Hwang, 2002) of LMS as well as video conferencing software, and sheds light on their HEI’s facilitating conditions (Hoi, 2020; Dečman, 2015; Venkatesh, Thong & Xu, 2012; Venkatesh, Morris, Davis & Davis, 2003). The rationale of this study is to better understand the research participants’ intentions to use remote technologies, to improve their learning journey. To the best of our knowledge, there are no other contributions that have integrated the same measures that have been used in this research. Therefore, this study differentiates itself from the previous literature, and puts forward a research model that is empirically tested.

The development of remote learning

According to the social constructivist theory, individuals necessitate social interactions (Fridin, 2014; Lambropoulos, Faulkner & Culwin, 2012; Ainsworth, 2006; Tam, 2000). They develop their abilities by interacting with others. Therefore, online learning environments ought to be designed to support and challenge the students’ reflective and critical skills, by including interactive learning and collaborative approaches (Rienties & Toetenel, 2016; Dabbagh & Kitsantas, 2012; Wang, 2009; Wang, Woo, & Zhao, 2009). Social constructivism and discovery-based learning techniques emphasize the importance of having students who are actively involved in their learning process. This is in stark contrast with previous educational viewpoints where the responsibility rested with the instructor to teach, and where the learner played a passive, receptive role (Lambropoulos et al., 2012).

Today’s students are increasingly using online technologies to learn, both in and out of their higher educational institutions (Al-Maroof, Al-Qaysi, & Salloum, 2021). They are using interactive media to acquire formal and informal skills (Dabbagh & Kitsantas, 2012), particularly when they take part in constructivist activities with their peers and course instructors (Fridin, 2014). This argumentation is consistent with the collaborative learning theory (Lambropoulos et al., 2012; Khalifa & Kwok, 1999). Students can use digital technologies to access recorded podcasts (Merhi, 2015; Lin et al., 2013), watch videos (Hung, 2016) and interact together through live streaming technologies in real time (Payne, Keith, Schuetzler & Giboney, 2017). Hence, online education has fostered collaborative learning approaches (Wang, 2009). Computer mediated education enables students to search for solutions, to share online information with their peers, to evaluate each other’s ideas, and to monitor one another’s work (Lambić, 2016; Sung et al., 2015; Soflano, et al., 2015). 

Course participants can use remote technologies, including their personal computers, smart phones and tablets to access their instructors’ asynchronous, online resources including course notes, power point presentations, videos clips, case studies, et cetera (Butler, Camilleri, Creed & Zutshi, 2021; Hung, 2016; Ifenthaler & Schweinbenz, 2013). Moreover, in this day and age, they are utilizing video conferencing technologies to attend virtual meetings, and to engage in one-to-one conversations, or in group discussions and debates with their course instructor and with other students. These virtual programs enable students to engage in synchronous communications with course instructors, to ask questions, and receive feedback, in real time.

A critical review of the relevant literature reported that university students were already using asynchronous technologies, in different contexts, before the outbreak of COVID-19 (Butler et al., 2021; Sánchez-Prieto et al., 2017; Hung, 2016; Liu et al., 2010; Sánchez & Hueros, 2010). Many authors held that online technologies were improving the students’ experiences (Crompton & Burke, 2018; Kurucay & Inan, 2017; Sánchez-Prieto et al., 2016). Before the outbreak of COVID-19, many practitioners blended traditional learning methodologies with digital and mobile applications to improve learning outcomes (Al-Maroof et al., 2021; Boelens et al., 2018; Furió et al., 2015). Course instructors can design and develop online learning environments to support their students with asynchronous resources (Wang et al., 2009). They may allow them to engage in collaborative learning activities through virtual environments (Rienties & Toetenel, 2016; Dabbagh & Kitsantas, 2012). These contemporary approaches are synonymous with the social constructivist theory (Fridin, 2014; Lambropoulos et al., 2012) and with discovery-based learning (Ifenthaler, 2012; Lambropoulos et al., 2012).

Theoretical implications

This contribution investigated the students’ perceived usefulness, perceived interactivity, attitudes toward use, facilitating conditions and behavioral intentions to utilize remote technologies. It posited that higher education students perceived the usefulness of remote learning technologies including LMS and video conferencing programs during COVID-19. The findings clearly indicated that they valued their interactive attributes. These factors have led them to embrace these programs during their learning journey. This study also confirmed that the universities’ facilitating conditions had a significant effect on their perceptions about the interactivity of these online learning resources and on their attitudes towards these technologies, as reported in Figure 1. This finding is consistent with previous research that reported that facilitating conditions is positively related to the students’ intentions to continue using digital and mobile learning resources (Gangwar et al., 2015; Teo, 2009).

This image has an empty alt attribute; its file name is the-use-of-learning-management-systems-and-conferencing-technologies.png
Figure 1

This study has differentiated itself from previous contributions as it integrated facilitating conditions (Hoi, 2020; Dečman, 2015; Venkatesh et al. 2003; 2012) and perceived interactivity (Chattaraman et al., 2019; Chen et al., 2007; McMillan & Jang-Sun Hwang, 2002) with perceived usefulness (of technology) and attitudes (toward the use of technology) to better understand the students’ intentions to utilize remote learning technologies to improve their learning journey (Cheng & Yuen, 2018; Al-Rahmi et al., 2018; Merhi, 2015; Schoonenboom, 2014; Lin et al., 2013; Ngai et al., 2007; Davis, 1989) during an unexpected pandemic situation.

A bibliographic analysis revealed that there are a number of theoretical papers that have been published in the last eighteen months on this hot topic (Cesco et al., 2021; Fitter et al., 2020; Howley, 2020; Rahiem, 2020). Yet, to date, there are just a few rigorous studies, that examined the utilization of synchronous video conferencing technologies, in addition to conventional, asynchronous content, like LMS, in the context of higher education (Aguilera-Hermida, 2020; Gonzalez et al., 2020).

The findings from this research shed light on the utilitarian factors that were influencing the students’ engagement with interactive learning resources. According to the descriptive statistics, the students felt that remote technologies were useful to achieve their learning outcomes. They indicated that they were provided with appropriate facilitating conditions that enabled them to migrate to a fully virtual learning environment from face-to-face or blended learning approaches. During the pandemic’s lockdown or partial lockdown conditions, and even when the preventative measures were eased, many students were still using remote learning technologies to access online educational resources. They also kept using video conferencing technologies to attend to virtual classes, and to engage with their course instructor(s) and with their peers, in real time.

The confirmatory composite analysis reported that there were positive and highly significant effects that predicted the students’ intentions to use remote learning technologies. Evidently, educators have provided them with the necessary resources, knowledge and technical support to avail themselves of remote learning technologies. The respondents indicated that they accessed their course instructors’ online resources and regularly interacted with them through live conferencing facilities. The findings from SEM-PLS confirmed that the perceived usefulness and perceived interactivity with online technologies had a positive effect on their attitudes toward remote learning. This research implies that the students were confident with the utilization of interactive technologies to continue their educational programs. In fact, this research model proved that they were likely to use synchronous and asynchronous learning technologies in the foreseeable future, in a post COVID-19 context.

Implications of study for educators and policy makers

The COVID-19 pandemic and its preventative measures urged HEIs and other educational institutions to embrace video conferencing technologies to continue delivering student-centered education. This research suggests that educators ought to monitor their students’ engagement during their virtual sessions. It revealed that the students’ perceived interactivity as well as their higher education institutions’ facilitating conditions were having an effect on their perceptions about the usefulness of remote learning, on their attitudes as well as on their intentions to use them. These digital technologies were supporting the research participants in their learning journeys, whether they were at home or on campus. The students themselves perceived the usefulness of asynchronous LMS as well as of synchronous communications, including video conferencing software like Zoom or Microsoft Teams, among others.

These virtual technologies were already utilized in various contexts, before the outbreak of COVID-19. However, they turned out to be important learning resources in the realms of education. Course instructors are expected to support their students, by developing attractive digital learning resources (e.g. interactive presentations, online articles and recorded video clips) in appropriate formats that can be accessed with ease, through different media, including mobile technologies (Sablić et al., 2020). In this day and age, they can also use video conferencing technologies to interact with course participants in real time. When engaging with online resources, instructors should consider their students’ facilitating conditions, particularly if they are including high-res images, interactive media, including podcasts, videos, etc., in their LMSs. Their asynchronous content should be as clear and focused as possible, with links to relevant sources, including notes, case studies, quizzes, rubrics and formative assessments, among others.

COVID-19 has taught us that the individuals’ engagement with LMS and video conferencing software necessitate high‐quality wireless networks. There may be situations where students as well as their instructors may require online technical support, whether they are working from home of from university premises. Educational institutions including HEIs ought to regularly evaluate their students’ experiences with remote teaching in order to identify any issues that are affecting their academic performance (Camilleri, 2021b). HEI leaders are not always in a position to evaluate the quality and standards of their instructors’ online learning methods and to determine with absolute certainty whether their students have achieved their learning outcomes. During remote course delivery, students may not always have access to appropriate interactive technologies, learning materials or to adequate productive environments (Bao, 2020). There can be instances where course instructors and students could require facilitating conditions like technical support or training and development to enhance their competences and capabilities with the use of remote technologies.

A prepublication copy of this contribution can be downloaded through: https://www.researchgate.net/publication/353859136_The_Acceptance_of_Learning_Management_Systems_and_Video_Conferencing_Technologies_Lessons_Learned_from_COVID-19

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Motivations to subscribe to streaming services

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Understanding motivations to use online streaming services

Prof. Mark Anthony Camilleri has recently co-authored an academic contribution that explored the consumers’ perceptions, motivations and intentions to use online streaming technologies. The following text is an adapted version of an open-access article that was accepted for publication in the Spanish Journal of Marketing – ESIC. The full paper can be accessed online through: 

https://www.emerald.com/insight/content/doi/10.1108/SJME-04-2020-0074/full/html

The unprecedented outbreak of COVID-19 has led to a considerable increase in the number of subscriptions to paid streaming services. Media and entertainment companies including Amazon’s Prime Video and Netflix, among others, are responding to these latest developments in the marketing environment. These service providers may usually acquire exclusive licensing rights to stream a variety of TV shows and movies through their online platforms. In many cases, they are also investing in resources, competences and capabilities to produce and distribute their own content. They do so to offer their subscribers a wide selection of streaming services that can be accessed through digital devices and mobile applications (apps).

In this light, the researchers explored the online users’ motivations and gratifications from watching movies, TV series and/or live broadcasts through new media devices. From the outset, the researchers hypothesised that the individuals’ acceptance of streaming technologies, as well as their ritualised and instrumental motivations to use them, would have a positive effect on their intentions to continue using them.

The findings from this research indicated that the streaming software enhanced the respondents’ experience of watching informative and/or entertainment programmes. Hence, they were committed to continue watching recorded movies and TV series through digital media including mobile devices like smart phones and tablets.

The statistical analysis revealed that there were highly significant relationships between the individuals’ perceived ease of use of online programmes and their perceived usefulness. Both factors were also correlated with their intentions to use streaming technologies.

Moreover, the survey respondents’ ritualised motivations to use these online media was found to have a very significant effect on their intentions to use them. Evidently, they were utilising online streaming technologies on a habitual basis, to break the routine. It appears that they sought emotional gratifications from streaming services, as they considered them as a form of distraction.

The research participants also revealed that they used online streaming technologies for instrumental purposes to watch informative programmes, including news and talk shows in addition to entertainment programmes, including movies and series. Other studies also reported that there were many instances where individuals benefited of their smart phones and tablets’ instrumentality and ubiquity, as they enabled them to watch recorded videos, live streams as well as intermittent marketing content, when they were out and about.

During COVID-19, more businesses allocated significant marketing expenditures to online channels. As a result, many ads were also featured in different websites, including those that offer live streaming services. Video ads are usually presented to free-tier consumers as skippable or non-skippable streaming.

In this case, participants clearly indicated their agreement with the survey item that sought information about their preferences with regards to advertising options, whilst using streaming services. Respondents were aware that subscribed users of online streaming technologies can limit or block intrusive and repetitive advertisements. This finding suggests that there is scope for digital marketers to refine the quality of their video ads. Ultimately, it is in their interest to create engaging promotional clips that appeal to their target audiences.

In a similar vein, online streaming service providers ought to feature interactive content that enhances their customers’ overall online experience. This study revealed that the survey participants appreciated that the streaming programmes can be accessed from any place, at any time, through Internet networks and decent Wi-Fi connections.

Furthermore, respondents indicated that the streaming technologies were entertaining them in their free time. This factor affected their engagement with them. On the other hand, this study demonstrated that the research participants’ instrumental motivations were not predicting their intentions to continue using these media.

One of the plausible reasons for this finding is that respondents were using big screens to watch on-demand streaming services rather than accessing them via their mobile devices’ smaller screens.  The latest TVs offer high resolution images and better sound systems than smart phones and tablets.

Recap

This contribution sheds light on the factors that are motivating individuals to purchase online streaming services. It implied that online users were subscribing to these services to entertain themselves by watching new movies and TV series, in an ad-free environment. This study confirmed that consumers perceived the usefulness of online streaming technologies as they provided secure, reliable, low latency streaming infrastructures. Probably, consumers valued the service providers’ recommender systems as they reminded them about new or trending movies and TV series. Such alerts are usually related to the consumers’ personal preferences and previous consumption behaviours.

In conclusion, it is hoped that the findings from this research will open-up future research avenues to academia. Perhaps, other studies involving interpretative research can investigate the subscribers’ opinions and beliefs on streaming services. Inductive methodologies can possibly reveal important factors about the individuals’ consumption behaviours, and could also clarify why, where, when and how they are using online streaming technologies. This way, service providers of streaming services will be in a better position to retain customers and attract new ones.

Suggested Citation: Camilleri, M.A. & Falzon, L. (2021). Understanding motivations to use online streaming services: Integrating the technology acceptance model (TAM) and the uses and gratifications theory (UGT), Spanish Journal of Marketing – ESIC., Forthcoming, DOI: 10.1108/SJME-04-2020-0074

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The businesses’ interactive engagement through digital media

This is an excerpt from one of my latest contributions on corporate communication.

How to Cite: Camilleri, M.A. & Isaias, P. (2020). The corporate communications executives’ interactive engagement through digital media. In Camilleri, M.A. (Ed.) Strategic Corporate Communication in the Digital Age, Emerald, Bingley, UK .

Several businesses are increasingly promoting their products and services through different channels. Their marketing managers and executives are utilizing different digital media (including social networks, blogs, wikis, electronic fora, webinars, podcasts, videos, et cetera) to reach wider audiences (Camilleri, 2019a). Very often, they are publishing relevant, high quality content online, at the right place and at the right times. Such content may be targeted at particular segments, niches or individual prospects.  At times, they are also benefiting of digital content that is co-created by other online users (Harrigan & Miles, 2014), as the Internet’s lack of gatekeeping has led to an increased engagement from many users (Camilleri, 2018a). The interactive media have enabled the emergence of a new participatory public sphere where everybody can dialogically interact and collaborate in the co-creation of content (Lamberton & Stephen, 2016; Kaplan & Haenlein, 2010).

The communications through digital media can be dynamic and in real time. Therefore, online users can increase direct interactions with organizations and other audiences (Camilleri, 2018b; Schultz, Utz & Göritz, 2011). Such interactive communications are often referred to as “viral” because ideas and opinions can spread through the web via word‐of‐mouth (Hajarian, Camilleri, Diaz & Aedo, 2020). There are several online channels that incorporate highly scalable, product recommender systems that feature independent reviews and rankings. These channels are often perceived as highly trustworthy sources by prospective customers (Filieri, 2016). The emergence of user-generated content in newsgroups, social media and crowdsourcing have led to positive or negative word of mouth publicity on brands, products and services (Rios Marques, Casais & Camilleri, 2020).

Such communicative features have become widely pervasive online (Tiago & Veríssimo 2014; Kaplan & Haenlein, 2010). For this reason, businesses need to acquaint themselves with the use of digital media in order to increase the impact of their communications. There is an opportunity for them to use interactive technologies to increase the frequency and reach of their messages (Camilleri, 2019a; Kaplan & Haenlein, 2010). Hence, their marketing executives ought to embrace the digital media to amplify the impact of their message. However, they need to create the right message to reach out to their chosen prospects. Notwithstanding, the businesses’ online engagement is neither automatic nor easy (Tiago & Veríssimo, 2014; Besiou, Hunter & Van Wassenhove, 2013). The dialogic features that are enabled by web pages, blogs, and other social media may prove difficult to apply (Camilleri, 2020a; Capriotti, Zeler & Camilleri, 2020).

To date, little empirical research has measured the corporate communications executives’ acceptance to use the digital media to promote products and/or to engage with online users. Previous studies reported that there are still many businesses that are not benefiting enough of social media, as they did not untap its full potential (Taiminen & Karjaluoto, 2015). Perhaps, they did not consider them as effective communications channels to promote products and services (Rather & Camilleri, 2019; Sin Tan, Choy Chong, Lin & Uchenna, 2010), or they depended on traditional advertising and promotions. Alternatively, businesses may lack the digital competences and skills to engage with online prospects; or may not possess sufficient resources to engage with them through the digital media (Camilleri, 2019b; Brouthers, Nakos & Dimitratos, 2015).

This contribution addresses a knowledge gap in academic literature as it examines the corporate communications executives’ technology acceptance and their behavioral intentions to engage in interactive technologies. It adapted valid and reliable measures that explored the respondents’ pace of technological innovation, social influences, as well as their perceptions on the usefulness and the ease of use of digital media. Moreover, this study examined the participants’ intentions to engage with interactive technologies. It investigated whether the chosen constructs of our research model, were affected by the demographic variables, including age, gender and experiences. It shed light on the causal path that explains the rationale behind the utilization of digital media for interactive engagement with online users.

_________________________

The study adapted the constructs from the technology acceptance model and from the theory of planned behavior. In sum, it hypothesizes that the individuals’ pace of technological innovation, perceived usefulness, ease of use and social influences are the antecedents of their behavioral intention to use the digital media for interactive engagement with online users. Moreover, it presumes that the demographic variables, including age, gender and experience mediate these relationships, as illustrated in Figure 1.

Figure 1. A research model on the users’ interactive engagement with digital media

References

Brouthers, K. D., Nakos, G. & Dimitratos, P. (2015). SME entrepreneurial orientation, international performance, and the moderating role of strategic alliances. Entrepreneurship Theory and Practice39(5), 1161-1187.

Camilleri, M. A. (2018a). The SMEs’ technology acceptance of digital media for stakeholder engagement. Journal of Small Business and Enterprise Development, 26(4), 504-521.

Camilleri, M. A. (2018b). The promotion of responsible tourism management through digital media. Tourism Planning & Development15(6), 653-671.

Camilleri, M. A. (2019a). Measuring the hoteliers’ interactive engagement through social media. In 14th European Conference on Innovation and Entrepreneurship (ECIE2019), University of Peloponnese, Kalamata, Greece.

Camilleri, M. A. (2019b). The online users’ perceptions toward electronic government services. Journal of Information, Communication and Ethics in Society, 18(2), 221-235.

Camilleri, M.A. (2020a). Strategic dialogic communication through digital media during COVID-19. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Capriotti, P., Zeler, I. & Camilleri, M.A. (2020). Corporate communication through social networks: The identification of key dimensions for dialogic communication. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Filieri, R. (2016). What makes an online consumer review trustworthy?. Annals of Tourism Research58, 46-64.

Hajarian, M., Camilleri, M.A.. Diaz, P & Aedo, I. (2020). A taxonomy of online marketing methods for corporate communication. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Harrigan, P. & Miles, M. (2014). From e-CRM to s-CRM. Critical factors underpinning the social CRM activities of SMEs. Small Enterprise Research21(1), 99-116.

Kaplan, A. M. & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons53(1), 59-68.

Lamberton, C. & Stephen, A. T. (2016). A thematic exploration of digital, social media, and mobile marketing: Research evolution from 2000 to 2015 and an agenda for future inquiry. Journal of Marketing80(6), 146-172.

Rather, R. A., & Camilleri, M. A. (2019). The effects of service quality and consumer-brand value congruity on hospitality brand loyalty. Anatolia30(4), 547-559.

Rios Marques, I., Casais, B. & Camilleri, M.A. (2020). The effect of macro celebrity and micro influencer endorsements on consumer-brand engagement on Instagram. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Schultz, F., Utz, S. & Göritz, A. (2011). Is the medium the message? Perceptions of and reactions to crisis communication via twitter, blogs and traditional media. Public Relations Review37(1), 20-27

Sin Tan, K., Choy Chong, S., Lin, B. & Cyril Eze, U. (2010). Internet-based ICT adoption among SMEs: Demographic versus benefits, barriers, and adoption intention. Journal of Enterprise Information Management23(1), 27-55.

Taiminen, H. M. & Karjaluoto, H. (2015). The usage of digital marketing channels in SMEs. Journal of Small Business and Enterprise Development22(4), 633-651.

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Filed under corporate communication, digital media, internet technologies, internet technologies and society, Marketing, online, social media, Stakeholder Engagement

Market Research – Whose job is it?

untitledWho should carry out the research is a very valid question. Do the marketing managers have the right skills and competences to do it themselves? Are they assigning an agency to do this job for them? These are basic considerations to take into account when addressing the captioned question.

Can the businesses dedicate sufficient time and resources to carry out the research themselves? The quality of the data to be collected during fieldwork may be threatened if the sponsor is identified as the surveyor. Marketing managers are expected to act in an assertive and vocal manner. They can sometimes encounter difficulties in adopting a neutral role, particularly when they are researching the market. However, it is important for managers to engage with customers. The research fieldwork would surely increase their understanding of the market in which they operate. It would also give them a better idea of what to expect from other researchers. It may be possible for the marketing managers to get involved in the fieldwork during the pilot stage of the questionnaire.

This will give them a greater appreciation of the strengths and weaknesses of the questionnaire. Most businesses that are serious about customer-centric marketing will have dedicated market research departments; with at least some skilled and experienced members of staff, who would be capable of gathering and analysing data. For instance, airlines use their own staff to carry out day-to-day market research, including an ongoing flight survey analysis. However, airlines may occasionally recruit external  research consultants. External researchers will work in a more objective manner than internal researchers. They will also bring fresh ideas with them.

When external research is commissioned, the role of the airlines’ managers is to define the research problem. They are expected to specify to the researchers their objectives, and to clarify on the information required. It is crucial that they act on the research results after they have been carefully analysed and processed.

Preparing a Brief
The business that is commissioning research should consider a list of specialised agencies which may be appropriate for them. They should choose a reputable research organisation according to its capabilities and expertise. Once a research organisation is chosen, the business should provide a brief to the research organisation, which should include; the business and research objectives; suggestions on how market and consumer data can be collected; the type of research being envisioned (by clearly indicating what are the businesses expectations from this project); question areas to be covered during the research; a realistic time table; and a budget:

research brief

Some may argue that, by revealing to the agency that a large amount of money is available, there is a danger that they will find ways to spend the budgeted figures. It is advisable that the commissioning business will ask for quotes from several research agencies before committing itself with one of them.

The Research Agency’s Proposal
After the agency has been briefed, the agencies should then return a proposal to the business, by an agreed date. The proposal could include the following elements:

a) Statement of objectives: A statement of objectives should clearly reflect the list of objectives that were presented to them, in the brief;

b) Description of how the research will be done: This includes a description of the various research methods that will be used for data collection. They should give details on the sampling method. A breakdown of questionnaire content should be included, as should details on all the data analytical processes to be undertaken. That is, the coding of data and the statistical analysis of quantitative findings. Alternatively, they could explain how qualitative data will be analysed, et cetera. The agency should justify its decision for adopting specific methodologies;

c) Reporting: The proposal should highlight how the research findings will be presented. The proposal should give details on the presentation and tabulation of results.

d) Costs: The agency should also present a clear breakdown of the individual costs for the research project.

Implementation of the Research Plan
Once the management has defined the problem, delineated their research objectives and decided on what information they require, they should proceed to the next stage of the research process. They are expected to design the survey questionnaire and / or prepare a brief for their field interviews.

When the questionnaires have been constructed and tested, it’s time for them to start gathering the data. This entails engaging with a sample of respondents, and examining other research options. This process should be closely monitored (by the marketing manager or the research agency, as appropriate) to ensure that the collected data is valid, reliable and trustworthy.

This stage is the most expensive part of the data collection process, and the agency or the organisations’ management should continuously monitor how the research is being is carried out.

The members of staff who are gathering data have be objective whilst collecting their data, throughout the research fieldwork.

Data Analysis
Having collected the data, marketers must then interpret their findings. Interpretation is easier if the data analytical methods are carefully planned in the research process. The results of the collected data may be a large pile of completed survey questionnaires (if the researchers have used printed questionnaires). Alternatively, the researchers could have annotated their qualitative data in the form of transcripts. The way how the gathered data is analysed and presented is an influential factor of how valuable the research will be. Many research agencies are increasingly using computer software packages to statistically analyse their quantitative findings.

The researchers will draw their own conclusions in writing and may also use data tables. The statistical analyses usually focus on the results, and on what deviates from the variable being measured. These findings will be analysed and interpreted by the researchers, and presented to the respective marketing managers. It is important that they will be in a position to understand the main findings and the research implications.

Preparation and Presentation of a Research Report
The following section provides a useful guideline of what should be featured in a research report. The report will communicate the research findings and the implications of study to the decision makers. Key elements in the report are presented here:

1) Title Page (this area lists the title, client, research agency, date, et cetera);

2) List of Contents;

3) Preface;

4) Summary of the Findings or Conclusions (the summary of the main findings may be accompanied by recommendations);

Points 1-4 provide a concise report of the nature and outcome of the research programme.

5) Previous Related Research (This section indicates how previous knowledge may have a bearing on the research at hand);

6) Research Method (Procedures that are used to collect information; How was the research conducted? – How was the research carried out? – Who were the research participants? – What were the research techniques that were used in the analysis? – The characteristics and size of samples should also be recorded;

7) Results (It is important to provide clear, simple and a logical presentation of the research findings. The results are usually presented through paragraphs, tables and graphs);

8) Conclusions;

9) Appendices.

Points 5-9 provide the detailed evidence from which conclusions, implications and recommendation are derived.

Generally, a report seldom provides answers to all of the research questions under investigation. Thus, the research limitations will have to be pointed out in the report, along with reasonable explanations of the potential weaknesses of the research methodologies, sampling frames and analytical techniques that were employed in the study. Moreover, the research report will only be valuable to the commissioning business it the marketing managers would make a good use of its key findings and recommendations.

 


This is a excerpt from one of my latest chapters.

How to Cite: Camilleri, M. A. (2018). Understanding customer needs and wants. In Travel marketing, tourism economics and the airline product (pp. 29-50). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-319-49849-2_2

 

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The online users’ engagement with e-Government services

This is an excerpt from my latest academic contribution.

How to Cite: Camilleri, M.A. (2019). The online users’ perceptions toward electronic government services. Journal of Information, Communication & Ethics in Society. 10.1108/JICES-09-2019-0102


tech

Several governments around the globe are utilizing the digital and mobile technologies to enhance the provision of their public services (EuroParl, 2015; Zuiderwijk Janssen & Dwivedi. 2015). Digital and mobile services are the facilitating instruments that are enabling all levels of the governments’ operations, to better service their citizens, big businesses, small enterprises and non-profit organizations (Wirtz & Birkmeyer, 2018; Rana & Dwivedi, 2015; Evans & Campos, 2013). The-governments are increasingly relying on ICT, including computers, websites and business process re-engineering (BPR) to engage with online users (Isaías, Pífano & Miranda, 2012; Weerakkody, Janssen & Dwivedi, 2011). Hence, the delivery of e-government and m-government services may usually demand the public service to implement specific transformational processes and procedures that are ultimately intended to add value to customers (Pereira, Macadar, Luciano & Testa, 2017).  Previously, the-governments’ consumers relied on face-to-face interactions or on telephone communications to engage with their consumers. Gradually, many governments had introduced interactive communications as departments and their officials started using the emails to engage with online users. Today, citizens and businesses can communicate and interact with the-government departments and agencies in real-time, through virtual call centers, via instant-messaging (IM), graphical user interfaces (GUI) and audio/video presentations.

In the past, the-governments’ services were operated in administrative silos of information (EuroParl, 2017). However, the electronic governance involves the data exchange between the-government and its stakeholders, including the businesses as well as the general public (Pereira et al., 2017; Rana & Dwivedi, 2015; Chun et al., 2010). The advances in interactive technologies have brought significant improvements in the delivery of service quality to online users of the Internet (Sá, Rocha & Cota, 2016; Isaías et al., 2012). As a result, the e-government and m-government services have become refined and sophisticated. Thus, the provision of online services is more efficient and less costly when compared to the offline services.

However, there are still many citizens and businesses who for various reasons may not want to engage with the-governments’ electronic and/or mobile services (Shareef, Kumar, Dwivedi & Kumar, 2016; 2014). This argumentation is conspicuous with the digital divide in society as not everyone is benefiting from an equitable access and democratic participation in the Internet or from the e-government systems (Ebbers, Jansen & van Deursen, 2016; Friemel, 2016; Luna-Reyes, Gil-Garcia & Romero, 2012; Isaías, Miranda & Pífano, 2009). The low usage of e-government systems impedes the ability of many governments to connect to citizens (Danila & Abdullah, 2014). Mensah (2018) held that the government authorities should promote the utilization of user-friendly mobile applications as the majority of citizens are increasingly engaging with their smartphones for different purposes, including to access information and services. Many countries around the world have introduced online government portals can be accessed through desktop computers as well as via mobile-friendly designs (Camilleri, 2019a; Ndou, 2004). Massey et al. (2019) posited that the government’s electronic services can be integrated among different devices in order to ensure an effective service delivery. These authors also maintained that the citizens are increasingly relying on the features of the mobile technologies as they are always connected to wireless networks. Their portable, mobile devices can provide access to a wide array of public information at any time and in any place (Camilleri & Camilleri, 2019; Wirtz & Birkmeyer, 2018; Sareen, Punia, & Chanana, 2013).

In a similar vein, many citizens may easily access their respective government’s online portal via virtual, open networks. They can also receive instantaneous messages and responses from the governments’ public service systems in their mobile devices, including smart phones or tablets (Shareef et al., 2016). Therefore, m-governance can possibly enhance the quality of the public services in terms of improved efficiency and cost savings (Madden, Bohlin, Oniki, & Tran, 2013). Notwithstanding, in the near future, the government’s electronic systems will be in a better position to exceed their citizens’  expectations, in terms of quality of service (Li & Shang, 2019). The advances in technology, including the increased massive wireless data traffic from different application scenarios, as well as the efficient resource allocation schemes will be better exploited to improve the capacity of online and mobile networks (Zhang, Liu, Chu, Long, Aghvami & Leung, 2017). For instance, the fifth generation (5G) of mobile communication systems is expected to enhance  the citizens’ service quality as they may offer higher mobile connection speeds, capacities and reduced latencies (Osseiran, Boccardi, Braun, Kusume, Marsch, Maternia & Tullberg, 2014; Zhang et al., 2017).

Nevertheless, despite these technological breakthroughs, there are many citizens who are still reluctant to use the-governments’ electronic and/or mobile services as they hold negative perceptions toward public administration (Wirtz & Birkmeyer, 2018; Shareef, Dwivedi, Stamati, & Williams, 2014). These individuals are not comfortable to share their personal information online (Van Deursen & Van Dijk, 2014). They may perceive that e-government and/or m-government platforms are risky and unsecure (Conradie & Choenni, 2014; Bélanger & Carter, 2008). Consequentially, they will decide not to upload their data as they suspect that it can be used by third parties (Picazo-Vela et al., 2012; Bélanger & Carter, 2008).

References (these are all the references that appeared in the bibliography section of the full paper).

Al-Hujran, O., Al-Debei, M. M., Chatfield, A., & Migdadi, M. (2015), “The imperative of influencing citizen attitude toward e-government adoption and use”, Computers in human Behavior, Vol 53, pp. 189-203.

Ajzen, I. (1991), “The theory of planned behavior”, Organizational Behavior and Human Decision Processes, Vol. 50, No. 2, pp. 179-211.

Bélanger, F. and Carter, L. (2008), “Trust and risk in e-government adoption”, The Journal of Strategic Information Systems, Vol. 17, No. 2, pp. 165-176.

Camilleri, M. A. and Camilleri, A.C. (2017a), “The technology acceptance of mobile applications in education”, In 13th International Conference on Mobile Learning (Budapest, April 10th). Proceedings, International Association for Development of the Information Society.

Camilleri, M.A., and Camilleri, A.C. (2017b), “Digital learning resources and ubiquitous technologies in education”, Technology, Knowledge and Learning, Vol. 22, No. 1, pp. 65-82.

Camilleri, M. A. (2019a), “Exploring the Behavioral Intention to Use e-Government Services: Validating the Unified Theory of Acceptance and Use of Technology”. 9th International Conference on Internet Technologies & Society, Lingnan University, Hong Kong. IADIS.

Camilleri, M. (2019b), “The SMEs’ technology acceptance of digital media for stakeholder engagement”, Journal of Small Business and Enterprise Development, Vol. 26 No. 4, pp. 504-521.

Camilleri, M.A. and Camilleri, A.C. (2019), “The Students’ Readiness to Engage with Mobile Learning Apps”, Interactive Technology and Smart Education”, available at: DOI: 10.1108/ITSE-06-2019-0027 (accessed 5 September 2019).

Carter, L. and Bélanger, F. (2005), “The utilization of e‐government services: citizen trust, innovation and acceptance factors”, Information Systems Journal, Vol. 15, No. 1, pp. 5-25.

Chun, S., Shulman, S., Sandoval, R. and Hovy, E. (2010), “Government 2.0: Making connections between citizens, data and government”, Information Polity, Vol. 15, Nos. (1, 2), pp. 1-9.

Conradie, P. and Choenni, S. (2014), “On the barriers for local government releasing open data”, Government Information Quarterly, Vol. 31, pp. S10-S17.

Davis, F.D. (1989), “Perceived usefulness, perceived ease of use, and user acceptance of information technology”, MIS Quarterly, pp. 319-340.

Davis, F.D., Bagozzi, R.P. and Warshaw, P.R. (1989), “User acceptance of computer technology: a comparison of two theoretical models”, Management Science, Vol. 35, No. 8, pp. 982-1003.

Davis, F. D., Bagozzi, R.P. and Warshaw, P.R. (1992), “Extrinsic and intrinsic motivation to use computers in the workplace”, Journal of Applied Social Psychology, Vol. 22, No. 14, pp. 1111-1132.

Ebbers, W. E., Jansen, M. G. and van Deursen, A. J. (2016), “Impact of the digital divide on e-government: Expanding from channel choice to channel usage”, Government Information Quarterly, Vol. 33, No. 4, pp. 685-692.

EU (2018), “EU Data Protection Rules”, https://ec.europa.eu/commission/priorities/justice-and-fundamental-rights/data-protection/2018-reform-eu-data-protection-rules/eu-data-protection-rules_en

EuroParl (2015), “e-government: Using technology to improve public services and democratic participation”, available at: http://www.europarl.europa.eu/RegData/etudes/IDAN/2015/565890/EPRS_IDA(2015)565890_EN.pdf (accessed 12 August 2019).

EuroParl (2017), “The role of e-government in deepening the single market”, available at: http://www.europarl.europa.eu/RegData/etudes/BRIE/2017/608706/EPRS_BRI(2017)608706_EN.pdf (accessed 12 August 2019).

Evans, A. M. and Campos, A. (2013), “Open government initiatives: Challenges of citizen participation”, Journal of Policy Analysis and Management, Vol. 32, No. 1, pp. 172-185.

Fishbein, M. and Ajzen, I. (1975), “Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research”, Reading, MA, USA: Addison-Wesley.

Fornell, C. and Larcker, D.F. (1981), “Evaluating structural equation models with unobservable variables and measurement error”, Journal of Marketing Research, Vol. 48, pp. 39-50.

Friemel, T. N. (2016), “The digital divide has grown old: Determinants of a digital divide among seniors”, New Media & Society, Vol. 18, No. 2, pp. 313-331.

Isaías, P., Miranda, P. and Pífano, S. (2009), “Critical success factors for web 2.0–A reference framework”, In International Conference on Online Communities and Social Computing (pp. 354-363). Berlin,Germany: Springer.

Isaías, P., Pífano, S. and Miranda, P. (2012), “Web 2.0: Harnessing democracy’s potential”, In Public Service, Governance and Web 2.0 Technologies: Future Trends in Social Media (pp. 223-236). Hershey, USA: IGI Global.

Jaeger, P. and Matteson, M. (2009), “e-Government and Technology Acceptance: The Case of the Implementation of Section 508 Guidelines for Websites”, Electronic Journal of E-Government, Vol. 7, No. 1, pp. 87-98.

Kline, R.B. (2005), “Principles and practice of structural equation modeling” (2nd ed.). New York, USA: Guilford Press.

Layne, K. and Lee, J. (2001), “Developing fully functional E-government: A four stage model”, Government Information Quarterly, Vol. 18, No. 2, pp. 122-136.

Lee, J. B. and Porumbescu, G. A. (2019), “Engendering inclusive e-government use through citizen IT training programs”, Government Information Quarterly, Vol. 36, No. 1, pp. 69-76.

Li, Y. and Shang, H. (2019), “Service quality, perceived value, and citizens’ continuous-use intention regarding e-government: Empirical evidence from China”, Information & Management, https://www.sciencedirect.com/science/article/pii/S0378720617306912

Luna-Reyes, L. F., Gil-Garcia, J. R. and Romero, G. (2012), “Towards a multidimensional model for evaluating electronic government: Proposing a more comprehensive and integrative perspective”, Government Information Quarterly, Vol. 29, No. 3, pp. 324-334.

Madden, G., Bohlin, E., Oniki, H. and Tran, T. (2013), “Potential demand for m-government services in Japan”, Applied Economics Letters, Vol. 20, No. 8, pp. 732-736.

Mensah, I. K. (2018), “Citizens’ Readiness to adopt and use e-government services in the city of Harbin, China”, International Journal of Public Administration, Vol. 41, No. 4, pp. 297-307.

Mossey, S., Bromberg, D. and Manoharan, A. P. (2019), “Harnessing the power of mobile technology to bridge the digital divide: a look at US cities’ mobile-government capability”, Journal of Information Technology & Politics, Vol. 16, No. 1, pp. 52-65.

Ndou, V. (2004), “E–Government for developing countries: opportunities and challenges”, The electronic journal of information systems in developing countries, Vol 18, No. 1, pp. 1-24.

Osseiran, A., Boccardi, F., Braun, V., Kusume, K., Marsch, P., Maternia, M. and Tullberg, H. (2014), “Scenarios for 5G mobile and wireless communications: the vision of the METIS project”, IEEE Communications Magazine, Vol. 52, No. 5, pp. 26-35.

Park, S.Y., Nam, M.W. and Cha, S. B. (2012), “University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model”, British Journal of Educational Technology, Vol. 43, No. 4, pp. 592-605.

Pereira, G. V., Macadar, M. A., Luciano, E. M. and Testa, M. G. (2017), “Delivering public value through open government data initiatives in a Smart City context”, Information Systems Frontiers, Vol. 19, No. 2, pp. 213-229.

Picazo-Vela, S., Gutiérrez-Martínez, I. and Luna-Reyes, L. F. (2012), “Understanding risks, benefits, and strategic alternatives of social media applications in the public sector”, Government Information Quarterly, Vol. 29, No. 4, pp. 504-511.

Rana, N. P., Dwivedi, Y. K. and Williams, M. D. (2013), “Analysing challenges, barriers and CSF of e gov adoption”, Transforming Government: People, Process and Policy, Vol. 7, No. 2, pp. 177-198.

Rana, N. P. and Dwivedi, Y.K. (2015), “Citizen’s adoption of an e-government system: Validating extended social cognitive theory (SCT)”, Government Information Quarterly, Vol. 32, No. 2, pp. 172-181.

Sá, F., Rocha, Á. and Cota, M. P. (2016), “From the quality of traditional services to the quality of local e-Government online services: A literature review”, Government Information Quarterly, Vol. 33, No. 1, pp. 149-160.

Scott, M., DeLone, W. and Golden, W. (2016), “Measuring e-government success: a public value approach”, European Journal of Information Systems, Vol. 25, No. 3, pp. 187-208.

Shareef, M. A., Dwivedi, Y. K., Stamati, T. and Williams, M. D. (2014), “SQ m gov: a comprehensive service-quality paradigm for mobile-government”, Information Systems Management, Vol. 31, No. 2, pp. 126-142.

Shareef, M. A., Kumar, V., Dwivedi, Y. K. and Kumar, U. (2016), “Service delivery through mobile-government (m gov): Driving factors and cultural impacts”, Information Systems Frontiers, Vol. 18, No. 2, pp. 315-332.

Sharma, R., Yetton, P. and Crawford, J. (2009), “Estimating the effect of common method variance: The method—method pair technique with an illustration from TAM Research”, MIS Quarterly, Vol. 33, No. 3, pp. 473-490.

Van Deursen, A. and Van Dijk, J. (2011), “Internet skills and the digital divide”, New Media & Society”, Vol. 13 No. 6, pp. 893-911.

Van Deursen, A. J., & Van Dijk, J. A. (2014), “The digital divide shifts to differences in usage”, New Media & Aociety, Vol. 16 No. 3, pp. 507-526.

Venkatesh, V., Morris, M.G., Davis, G.B. and Davis, F.D. (2003), “User acceptance of information technology: Toward a unified view”, MIS Quarterly, pp. 425-478.

Venkatesh, V., Thong, J.Y. and Xu, X. (2012), “Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology”, MIS Quarterly, pp. 157-178.

Wang, Y.S. and Shih, Y.W. (2009), “Why do people use information kiosks? A validation of the Unified Theory of Acceptance and Use of Technology”, Government Information Quarterly, Vol. 26, No. 1, pp. 158-165.

Weerakkody, V., Janssen, M. and Dwivedi, Y.K. (2011), “Transformational change and business process reengineering (BPR): Lessons from the British and Dutch public sector”, Government Information Quarterly, Vol. 28, No. 3, pp. 320-328.

Wirtz, B. W. and Birkmeyer, S. (2018), “Mobile-government Services: An Empirical Analysis of Mobile-government Attractiveness”, International Journal of Public Administration, Vol. 41, No. 16, pp. 1385-1395.

Zhang, H., Liu, N., Chu, X., Long, K., Aghvami, A. H., & Leung, V. C. (2017). Network slicing based 5G and future mobile networks: mobility, resource management, and challenges. IEEE Communications Magazine55(8), 138-145.

Zuiderwijk, A., Janssen, M. and Dwivedi, Y.K. (2015), “Acceptance and use predictors of open data technologies: Drawing upon the unified theory of acceptance and use of technology”, Government Information Quarterly, Vol. 32, No. 4, pp. 429-440.

 

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Filed under e government, internet technologies, internet technologies and society, Mobile, online

The Students’ Engagement with Mobile Learning Technologies

These are excerpts from our latest academic article.

How to Cite: Camilleri, M.A. & Camilleri, A.C. (2019). The Students’ Readiness to Engage with Mobile Learning Apps. Interactive Technology and Smart Education. https://www.emerald.com/insight/content/doi/10.1108/ITSE-06-2019-0027/full/html


Hand-held mobile devices such as smart phones and tablets allow individuals, including students, to access and review online (educational) content from virtually anywhere. The mobile applications (apps) can provide instant access to the schools’ learning resources (Camilleri & Camilleri, 2019b; Sánchez & Isaías, 2017; Cheon, Lee, Crooks & Song, 2012). Therefore, they are increasingly being utilized in the context of primary education to improve the student experience. Relevant theoretical underpinnings reported that more primary level students are utilizing mobile learning technologies to engage with their instructors (Rodríguez, Riaza & Gómez, 2017; Sánchez & Isaías, 2018). Notwithstanding, it is much easier for the younger pupils to mobile apps to read eBooks, as hard-copy textbooks need to be carried in their bags. Arguably, the proliferation of portable technologies like tablets are lighter and less bulky than laptop computers. Hence, primary school students can easily use mobile technologies anywhere, beyond the traditional classroom environment (Rodríguez et al., 2017). Currently, there is a wide variety of educational apps that are readily available on a wide array of mobile devices (Chee, Yahaya, Ibrahim &Hasan, 2017; Domingo & Garganté, 2016). Such interactive technologies can improve the delivery of quality education as teachers provide direct feedback to their students, in real time. Some of the mobile apps can even engage primary school students in immersive learning experiences (Camilleri & Camilleri,2019c; Isaias, Reis, Coutinho & Lencastre, 2017).

On the other hand, other academic literature posited that some students may not want to engage in mobile learning. Very often, commentators implied that the mobile technologies have their own limitations (Cheon et al., 2012; Wang, Wu & Wang, 2009). A few practitioners contended that mobile devices had small screens with low resolutions. Alternatively, some argued about their slow connection speeds, or pointed out that they lacked standardization features  (Sánchez & Isaías, 2017; Camilleri & Camilleri,2017).

As a matter of fact, Android, Apple and Microsoft Windows have different operating systems. As a result, learning apps may have to be customized to be compatible with such systems. Moreover, individuals, including primary school students may hold different attitudes towards the use of mobile devices. There may be students who may be motivated to engage with mobile technologies (Sánchez & Isaias, 2018; Ciampa, 2014) as they use these devices to play games, watch videos, or to chat with their friends, online (Wang et al., 2009). In this case, the primary school students may use their mobile devices for hedonic reasons, rather than to engage in mobile learning activities. Such usage of the mobile technologies can possibly result in undesired educational outcomes. Nevertheless, those primary level students who already own or have instant access to a mobile device may easily become habitual users of this technology; as they use it for different purposes. However, there is still limited research in academia that explores these students’ readiness to engage in mobile learning at home, and at school.


Results

The findings in this study are consistent with the argument that digital natives are increasingly immersing themselves in digital technologies (Bourgonjon et al., 2010), including educational games (Camilleri & Camilleri,2019; Ge & Ifenthaler, 2018; Carvalho et al., 2015, Wouters et al., 2013). However, the results have shown that there was no significant relationship between the perceived ease of the gameplay and the children’s enjoyment in them. Furthermore, the stepwise regression analysis revealed that there was no significant relationship between the normative expectations and the children’s engagement with the educational apps; although it was evident (from the descriptive statistics) that the parents were encouraging their children to play the games at home and at school. This research relied on previously tried and tested measures that were drawn from the educational technology literature in order to explore the hypothesized relationships. There is a common tendency in academic literature to treat the validity and reliability of quantitative measures from highly cited empirical papers as given.

Future studies may use different sampling frames, research designs and methodologies to explore this topic. To the best of our knowledge, there is no other empirical study that has validated the technology acceptance model within a primary school setting. Further work is needed to replicate the findings of this research in a similar context.


References (the full bibliography of this paper)

Ajzen, I. (1991), “The theory of planned behavior”, Organization Behaviour and Human Decision Processes, Vol. 50, No. 2, pp. 179-211.

Bourgonjon, J., Valcke, M., Soetaert, R., and Schellens, T. (2010), “Students’ perceptions about the use of educational games in the classroom”, Computers & Education, Vol. 54, No. 4, pp. 1145-1156.

Burguillo, J.C. (2010), “Using game theory and competition-based learning to stimulate student motivation and performance”, Computers & Education, Vol. 55, No. 2, pp. 566-575.

Camilleri, M.A. and Camilleri, A. (2017a), “The Technology Acceptance of Mobile Applications in Education”, In Sánchez, I.A. & Isaias, P. (Eds) 13th International Conference on Mobile Learning (Budapest, 11th April). Proceedings, pp 41-48. International Association for Development of the Information Society.

Camilleri, M.A., and Camilleri, A.C. (2017b), “Digital learning resources and ubiquitous technologies in education”, Technology, Knowledge and Learning, Vol. 22, No. 1, pp. 65-82.

Camilleri, M. A., and  Camilleri, A. (2019a), “Student Centred Learning Through Serious Games”, 13th Annual International Technology, Education and Development Conference. Valencia, Spain (March, 2019). International Academy of Technology, Education and Development (IATED).

Camilleri, A.C., and Camilleri, M.A. (2019b), “Mobile Learning via Educational Apps: An Interpretative Study”. In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea (May, 2019). International Economics Development and Research Center (IEDRC).

Camilleri, A.C., and Camilleri, M.A. (2019c), “The Students Intrinsic and Extrinsic Motivations to Engage with Digital Learning Games”, In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea (May, 2019). International Economics Development and Research Center (IEDRC).

Carvalho, M.B., Bellotti, F., Berta, R., De Gloria, A., Sedano, C.I., Hauge, H.B., Hu, J., and Rauterberg, M. (2015), “An activity theory-based model for serious games analysis and conceptual design”, Computers & Education, Vol. 87, pp.166-181.

Chang, C.T., Hajiyev, J., and Su, C.R. (2017), “Examining the students’ behavioral intention to use e-learning in Azerbaijan? The general extended technology acceptance model for e-learning approach”, Computers & Education, Vol. 111, pp. 128-143.

Chee, K. N., Yahaya, N., Ibrahim, N. H., and Hasan, M. N. (2017). Review of mobile learning trends 2010-2015: A meta-analysis. Journal of Educational Technology & Society20(2), 113-126.

Chen, K. C. and Jang, S. J. (2010), “Motivation in online learning: Testing a model of self-determination theory”, Computers in Human Behavior, Vol. 26, No. 4, pp. 741-752.

Cheon, J., Lee, S., Crooks, S. M. and Song, J. (2012), “An investigation of mobile learning readiness in higher education based on the theory of planned behavior”, Computers & Education, Vol. 59, No. 3, pp. 1054-1064.

Ciampa, K. (2014), “Learning in a mobile age: an investigation of student motivation”, Journal of Computer Assisted Learning, Vol. 30, No. 1, pp. 82-96.

Connolly, T.M., Boyle, E.A., MacArthur, E.  Hainey, T., and Boyle, J.M. (2012), “A systematic literature review of empirical evidence on computer games and serious games”, Computers & Education, Vol. 59, No. 2, pp. 661-686.

Davis, F.D. (1989), “Perceived usefulness, perceived ease of use, and user acceptance of information technology”, MIS Quarterly, Vol. 13, No. 3, pp. 319-340.

Davis, F.D., Bagozzi, R.P., and Warshaw, P.R. (1989), “User acceptance of computer technology: a comparison of two theoretical models”, Management Science, Vol. 35, No. 8, pp. 982-1003.

Dickey, M.D. (2011), “Murder on Grimm Isle: The impact of game narrative design in an educational game‐based learning environment”, British Journal of Education Technology, Vol. 42, No.  3, pp. 456-469.

Domingo, M. G. and Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, Vol. 56, pp. 21-28.

Dunne, Á., Lawlor, M. A., and Rowley, J. (2010), “Young people’s use of online social networking sites–a uses and gratifications perspective”, Journal of Research in International Marketing,. Vol. 4, No. 1, pp.  46-58.

Ge, X., and Ifenthaler, D. (2018), “Designing engaging educational games and assessing engagement in game-based learning”, In Gamification in Education: Breakthroughs in Research and Practice, IGI Global, Hershey, USA, pp. 1-19.

Harris, J. Mishra, P., and Koehler, M. (2009), “Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed”, Journal of Research on Technology in Education, Vol. 41, No. 4, pp. 393-416.

Huang, W.H., Huang, W.Y., and Tschopp, J. (2010), “Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing”,  Computers & Education, Vol. 55, No. 2, pp. 789-97.

Hwang, G.J., and Wu, P.H.  (2012), “Advancements and trends in digital game‐based learning research: a review of publications in selected journals from 2001 to 2010”, British. Journal of Education Technology, Vol. 43, No. 1, pp. E6-E10.

Isaias, P., Reis, F., Coutinho, C. and Lencastre, J. A. (2017), “Empathic technologies for distance/mobile learning: An empirical research based on the unified theory of acceptance and use of technology (UTAUT)”, Interactive Technology and Smart Education, Vol. 14, No. 2, pp. 159-180.

Lee, M. K., Cheung, C. M., and Chen, Z. (2005), “Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation”, Information & Management,. Vol. 42, No. 8, pp. 1095-1104.

Li, H., Liu, Y., Xu, X., Heikkilä, J., and Van Der Heijden, H. (2015), “Modeling hedonic is continuance through the uses and gratifications theory: An empirical study in online games”, Computers in Human Behavior, Vol. 48, pp. 261-272.

Park, S.Y. (2009), “An analysis of the technology acceptance model in understanding university students’ behavioral intention to use e-learning”, Education. Technology & Society, Vol. 12, No. 3, pp. 150-162.

Park, S. Y., Nam, M. W., and Cha, S. B. (2012), “University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model”, British Journal of Education Technology, Vol. 43, No. 4, pp. 592-605.

Rodríguez, A. I., Riaza, B. G., & Gómez, M. C. S. (2017), “Collaborative learning and mobile devices: An educational experience in Primary Education”, Computers in Human Behavior, Vol. 72, pp. 664-677.

Ryan, R. M., and Deci, E. L. (2000), “Intrinsic and extrinsic motivations: Classic definitions and new directions”, Contemporary Education Psychology, Vol. 25, No. 1, pp. 54-67.

Sánchez, I. A., & Isaías, P. (2017), “Proceedings of the International Association for Development of the Information Society (IADIS)”, International Conference on Mobile Learning (13th, Budapest, Hungary, April 10-12, 2017). International Association for Development of the Information Society.

Sánchez, I. A., & Isaias, P. (2018), “Proceedings of the International Association for Development of the Information Society (IADIS)”, International Conference on Mobile Learning (14th, Lisbon, Portugal, April 14-16, 2018). International Association for Development of the Information Society.

Teo, T., Beng Lee, C., Sing Chai, C., and Wong, S.L. (2009), “Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the Technology Acceptance Model (TAM)”, Computers & Education, Vol. 53, No. 3, pp. 1000-1009.

Venkatesh, V., Morris, M.G., Davis, G.B. and Davis, F.D. (2003), “User acceptance of information technology: Toward a unified view”, MIS Quarterly, Vol. 27, No. 3, pp. 425-478.

Venkatesh, V., Thong, Y.T.L., and Xu, X. (2012), “Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology”, MIS Quarterly, Vol. 36, No.1, pp. 157-178.

Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009), “Investigating the determinants and age and gender differences in the acceptance of mobile learning”, British Journal of Educational technology, Vol. 40, No. 1, pp. 92-118.

Wouters, P., Van Nimwegen, C., Van Oostendorp, H., and Van Der Spek, E.D. (2013), “A meta-analysis of the cognitive and motivational effects of serious games”,  Journal of Education Psychology,  Vol. 105, No.  2, pp. 249-266.


Related Publications

Camilleri, M.A. & Camilleri, A.C. (2019). The Acceptance and Use of Mobile Learning Applications in Higher Education. In Pfennig, A. & Chen, K.C. (Eds.) 3rd International Conference on Education and eLearning (ICEEL2019), Barcelona, Spain.

Camilleri, A.C. & Camilleri, M.A. (2019). The Students’ Perceived Use, Ease of Use and Enjoyment of Educational Games at Home and at School. 13th Annual International Technology, Education and Development Conference. Valencia, Spain (March, 2019). International Academy of Technology, Education and Development (IATED).Download this paper

Camilleri, M.A. & Camilleri, A. (2017). The Students’ Perceptions of Digital Game-Based Learning. In Pivec, M. & Grundler, J. (Ed.) 11th European Conference on Games Based Learning  (October). Proceedings, pp. 52-62, H JOANNEUM University of Applied Science, Graz, Austria, pp 56-62. http://toc.proceedings.com/36738webtoc.pdf Download this paper

Camilleri, M.A. & Camilleri, A. (2017). Measuring The Educators’ Behavioural Intention, Perceived Use And Ease Of Use Of Mobile Technologies. In Wood, G. (Ed) Re-connecting management research with the disciplines: Shaping the research agenda for the social sciences (University of Warwick, September). Proceedings, pp., British Academy of Management, UK. http://conference.bam.ac.uk/BAM2017/htdocs/conference_papers.php?track_name=%20Knowledge%20and%20Learning Download this paper

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Filed under Education, education technology, internet technologies, internet technologies and society, Marketing, Mobile, mobile learning

The Students Intrinsic and Extrinsic Motivations to Engage with Digital Learning Games

An Excerpt from one of my latest papers, entitled; “The Students’ Intrinsic and Extrinsic Motivations to Engage with Digital Learning Games”.

How to Cite: Camilleri, A.C. & Camilleri, M.A. (2019). The Students Intrinsic and Extrinsic Motivations to Engage with Digital Learning Games. In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea (May, 2019).


This contribution has explored the primary school’s grade three  students’ intrinsic and extrinsic motivations toward the use of educational games. It relied on the technology acceptance model to investigate the students’ perceived usefulness and ease of use of the  schools’ games ([7], [8], [15]). Moreover, the researchers have also  included the measuring items that explored the students’ perceived  enjoyment ([12], [13], [20]) as they investigated whether they  experienced normative pressures to play the educational games ([14], [22], [23]). The findings from the Wilcoxon test reported that the students played the school games at home, more than they did at school. They indicated that the school’s games were easy to play.

This study reported that the students recognized that the school’s games were useful and relevant as they were learning from them. Moreover, they indicated that the school’s educational games held their attention since they found them enjoyable and fun. The vast majority of the children played the educational games, both at home and at school. The findings in this study are consistent with the argument that digital natives are increasingly immersing
themselves in digital technologies ([2]), including educational games ([1], [4], [10], [11], [28]). However, the results have shown that there was no significant relationship between the perceived ease of the gameplay and the children’s enjoyment in them.

Furthermore, the stepwise regression analysis revealed that there was no significant relationship between the normative expectations and the children’s engagement with the educational games; although it was evident (from the descriptive statistics) that the parents were encouraging their children to play the games at home and at school.

This research relied on previously tried and tested measures that were drawn from the educational technology literature in order to explore the hypothesized relationships. There is common tendency  in academic literature to treat the validity and reliability of quantitative measures from highly cited empirical papers as given. In this case, the survey items in this study were designed and adapted for the primary school children who were in grade 3, in a
small European state. Future studies may use different sampling frames, research designs and methodologies to explore this topic. To the best of our knowledge, there is no other empirical study that has validated the technology acceptance model within a primary school setting. Further work is needed to replicate the findings of  this research in a similar context.

ACKNOWLEDGEMENTS
We thank the department of education, the school’s principal and her members of staff who have provided their invaluable support during the data gathering process.

REFERENCES
[1] Ge, X., and Ifenthaler, D. 2018. Designing engaging
educational games and assessing engagement in game-based
learning” In Gamification in Education: Breakthroughs in
Research and Practice, IGI Global, Hershey, USA, 1-19,

[2] Bourgonjon, J., Valcke, M., Soetaert, R., and Schellens, T.
2010, Students’ perceptions about the use of educational
games in the classroom. Comp. & Educ. 54, 4, 1145-1156.

[3] Hwang, G.J., and Wu, P.H. 2012. Advancements and trends
in digital game‐based learning research: a review of
publications in selected journals from 2001 to 2010. Brit. J.
of Educ. Tech. 43, 1, E6-E10.

[4] Carvalho, M.B., Bellotti, F., Berta, R., De Gloria, A.,
Sedano, C.I., Hauge, H.B., Hu, J., and Rauterberg, M. 2015.
An activity theory-based model for serious games analysis
and conceptual design. Comp. & Educ. 87, 166-181.

[5] Connolly, T.M., Boyle, E.A., MacArthur, E. Hainey, T., and
Boyle, J.M. 2012. A systematic literature review of empirical
evidence on computer games and serious games. Comp. &
Educ. 59, 2, 661-686.

[6] Burguillo, J.C. 2010. Using game theory and competitionbased
learning to stimulate student motivation and
performance. Comp. & Educ. 55, 2, 566-575.

[7] Dickey, M.D. 2011. Murder on Grimm Isle: The impact of
game narrative design in an educational game‐based learning
environment. Brit. J. of Educ. Tech, 42, 3, 456-469.

[8] Huang, W.H., Huang, W.Y., and Tschopp, J. 2010.
Sustaining iterative game playing processes in DGBL: The
relationship between motivational processing and outcome
processing. Comp. & Educ. 55, 2, 789-97.

[9] Harris, J. Mishra, P., and Koehler, M. 2009. Teachers’
technological pedagogical content knowledge and learning
activity types: Curriculum-based technology integration
reframed. J. of Res. on Tech. in Educ. 41, 4, 393-416.

[10] Wouters, P., Van Nimwegen, C., Van Oostendorp, H., and
Van Der Spek, E.D. 2013. A meta-analysis of the cognitive
and motivational effects of serious games. J. of Educ. Psych.
105, 2, 249-266.

[11] Camilleri, M.A., and Camilleri, A. 2017. The Students’
Perceptions of Digital Game-Based Learning, In Pivec, M.
and Grundler, J. 11th European Conference on Games Based
Learning Proceedings (London, UK, October 04-05, 2017),
University of Applied Sciences, Graz, Austria, 56-62.

[12] Davis, F.D. 1989. Perceived usefulness, perceived ease of
use, and user acceptance of information technology. MIS
Quart. 319-340.

[13] Davis, F.D., Bagozzi, R.P., and Warshaw, P.R. 1989. User
acceptance of computer technology: a comparison of two
theoretical models. Mgt. Science, 35, 8, 982-1003.

[14] Ajzen, I. 1991. The theory of planned behavior. Org. Behav.
and Human Dec. Proc. 50, 2, 179-211.

[15] Lee, M. K., Cheung, C. M., and Chen, Z. 2005. Acceptance
of Internet-based learning medium: the role of extrinsic and
intrinsic motivation. Inf. & Mgt. 42, 8, 1095-1104.

[16] Chen, K. C. and Jang, S. J. 2010. Motivation in online
learning: Testing a model of self-determination theory.
Comp. in Human Behav. 26, 4, 741-752.

[17] Dunne, Á., Lawlor, M. A., and Rowley, J. 2010. Young
people’s use of online social networking sites–a uses and
gratifications perspective. Journal of Res. in Int. Mktg. 4, 1,
46-58.

[18] Li, H., Liu, Y., Xu, X., Heikkilä, J., and Van Der Heijden, H.
2015. Modeling hedonic is continuance through the uses and
gratifications theory: An empirical study in online games.
Comp. in Human Behav. 48, 261-272.

[19] Teo, T., Beng Lee, C., Sing Chai, C., and Wong, S.L. 2009.
Assessing the intention to use technology among pre-service
teachers in Singapore and Malaysia: A multigroup invariance
analysis of the Technology Acceptance Model (TAM).
Comp. & Educ. 53, 3, 1000-1009.

[20] Camilleri, M.A., and Camilleri, A.C. 2017. Digital learning
resources and ubiquitous technologies in education, Tech.,
Knowl. and Learng. 22, 1, 65-82.

[21] Park, S.Y. 2009. An analysis of the technology acceptance
model in understanding university students’ behavioral
intention to use e-learning, Educ. Tech. & Soc. 12, 3, 150-
162.

[22] Venkatesh, V., Morris, M.G., Davis, G.B. and Davis, F.D.
2003. User acceptance of information technology: Toward a
unified view. MIS Quart. 425-478.

[23] Venkatesh, V., Thong, Y.T.L., and Xu, X. 2012.Consumer
acceptance and use of information technology: extending the
unified theory of acceptance and use of technology. MIS
Quart. 157-178.

[24] Ryan, R. M., and Deci, E. L. 2000. Intrinsic and extrinsic
motivations: Classic definitions and new directions.
Contemp. Educ. Psych. 25, 1, 54-67.

[25] Cheon, J., Lee, S., Crooks, S. M. and Song, J. 2012. An
investigation of mobile learning readiness in higher
education based on the theory of planned behavior. Comp. &
Educ. 59, 3, 1054-1064.

[26] Chang, C.T., Hajiyev, J., and Su, C.R. 2017. Examining the
students’ behavioral intention to use e-learning in
Azerbaijan? The general extended technology acceptance
model for e-learning approach. Comp. & Educ. 111, 128-
143.

[27] Park, S. Y., Nam, M. W., and Cha, S. B. 2012. University
students’ behavioral intention to use mobile learning:
Evaluating the technology acceptance model. Brit. Journal of
Educ. Tech. 43, 4, 592-605.

[28] Camilleri, M.A. and Camilleri, A.C. 2017. The Technology
Acceptance of Mobile Applications in Education. In
Sánchez, I.A. and Isaias, P. (Eds) 13th
International Conference on Mobile Learning (London, UK,
10-11 April 2018). International Association for
Development of the Information Society Budapest, Hungary,
41-48.

Presentation is available at: https://www.slideshare.net/markanthonycamilleri/the-students-intrinsic-and-extrinsic-motivations-148006875

 

 

Leave a comment

Filed under digital games, Digital Learning Resources, digital media, Education, internet technologies, internet technologies and society

Social Responsibility Research in Total Quality Management and Business Excellence (Taylor & Francis Online)

 

This is a pre-publication version of an academic paper, entitled; “Measuring the corporate managers’ attitudes toward ISO’s social responsibility standard”, that was accepted by Total Quality Management and Business Excellence (Print ISSN: 1478-3363 Online ISSN: 1478-3371).

How to Cite: Camilleri, M.A. (2018). Measuring the corporate managers’ attitudes toward ISO’s social responsibility standard. Total Quality Management & Business Excellence. (forthcoming). http://dx.doi.org/10.1080/14783363.2017.1413344


Abstract

The International Standards Organisation’s ISO 26000 on social responsibility supports organisations of all types and sizes in their responsibilities towards society and the environment. ISO 26000 recommends that organisations ought to follow its principles on accountability, transparency, ethical behaviours and fair operating practices that safeguard organisations and their stakeholders’ interests. Hence, this contribution presents a critical review of ISO 26000’s guiding principles. Afterwards, it appraises the business practitioners’ attitudes towards social responsibility practices, including organisational governance, human rights, labour practices, the environment, fair operating practices, consumer issues as well as community involvement and development. A principal component analysis has indicated that the executives were primarily committed to resolving grievances and on countering corruption. The results suggested that the respondents believed in social dialogue as they were willing to forge relationships with different stakeholders. Moreover, they were also concerned about environmental responsibility, particularly on mitigating climate change and sustainable consumption. In conclusion, this paper identifies the standard’s inherent limitations as it opens up future research avenues to academia.

Keywords: ISO 26000; International Standards Organisation; Social Responsibility; Organisational Governance; Human Rights; Labour Practices; environmental responsibility; fair operating practices; consumer issues; community involvement.


Introduction

The International Standard Organisation’s ISO 26000 provides guidance on social responsibility issues for businesses and other entities. This standard comprises broad issues, comprising labour practices, conditions of employment, responsible supply chain management, responsible procurement of materials and resources, fair operating practices, recommendations for negotiations with interested parties as well as collaborative stakeholder engagement among other issues (Helms, Oliver, & Webb, 2012; Castka & Balzarova, 2008a, 2008b, 2008c). ISO 26000 is aimed at all organisations, regardless of their activity, size or location. Its core subjects respect the international norms and assist organisations on accountability, transparency and ethical behaviours.

The social responsibility standard has emerged following lengthy partnerships’ agreements and negotiations between nongovernmental organisations (NGOs) and large multinational corporations (Helms et al., 2012; Boström & Halström, 2010; Castka & Balzarova, 2008a, 2008b, 2008c). Prior to ISO 26000, there were other certifiable and uncertifiable, multistakeholder standards and instruments; the Forest Stewardship Council (FSC), Greenpeace, Rainforest Alliance and Home Depot, among others (Balzarova & Castka, 2012; Castka & Corbett, 2016a). At the time, many organisations adopted voluntary environmental and social standards, as well as eco-labels such as ISO’s 14000, FSC, Fair Trade or the US Department of Agriculture’s USDA Organic Labelling. Like ISO 26000, their regulatory guidelines and principles encourage organisations and their stakeholders to become more socially responsible and environmentally sustainable. However, despite there are many standards and regulatory instruments, private businesses do not always provide credible information on their eco-labelling (Darnall, Ji, & Vazquez-Brust, 2016).

For this reason, environmental NGOs are putting pressure on national governments for more stringent compliance regulations on large undertakings to adhere to certified standards or ecolabels (Schwartz & Tilling, 2009). This approach could possibly inhibit the businesses and other organisations to reveal relevant information about their social responsibility and stakeholder engagement (Castka & Corbett, 2016b). Notwithstanding, there is still limited research and scant empirical evidence on how businesses are resorting to ISO 26000’s principles in their responsible managerial practices (see Hahn, 2013; Hahn & Weidtmann, 2016; Claasen & Roloff, 2012; Castka & Balzarova, 2008a, 2008b)Therefore, this contribution provides a review of the socially responsible standard’s guiding principles and appraises the executives’ attitudes towards ISO 26000. Firstly, it examines relevant theoretical insights and empirical studies on the managerial perceptions towards responsible organisational behaviours. Secondly, it sheds light on the development of ISO’s standard on social responsibility and its constituent elements. Thirdly, this paper reveals the managers’ perceptions of ISO 26000’s core topics, including organisational governance, human rights, labour practices, the environment, fair operating practices, consumer issues as well as community involvement and development. This research uses a principal component analysis (PCA) to obtain a factor solution of a smaller set of salient variables from ISO 26000’s core issues. The findings identify specific socially responsible activities which are being emphasised by the companies’ executives. The results suggest that the respondents were committed to improving their relationships with employees, marketplace as well as political and community stakeholders.

Literature review

The managerial perceptions of social responsibility

Several empirical studies have explored the managers’ attitudes towards and perceptions of corporate social responsibilities (Carollo & Guerci, 2017; Eweje & Sakaki, 2015; Moyeen & West, 2014; Fassin, Van Rossem, & Buelens, 2011; Pedersen, 2010; Basu & Palazzo, 2008; Nielsen & Thomsen, 2009 and Perrini, Russo, & Tencati, 2007, among others). A number of similar studies have gauged corporate social responsibility by adopting Fortune’s reputation index (Fryxell & Wang, 1994; Griffin & Mahon, 1997; Stanwick & Stanwick, 1998), the KLD index (Fombrun, 1998; Griffin & Mahon, 1997) or Van Riel and Fombrun’s (2007) RepTrak. Such measures required executives to assess the extent to which their company behaves responsibly towards the environment and the community (Fryxell & Wang, 1994). Despite their wide usage in past research, the appropriateness of these indices is still doubtful. For instance, Fortune’s reputation index failed to account for the multidimensionality of the corporate citizenship construct, and is suspected to be more significant of management quality than of corporate social performance (Waddock & Graves, 1997). Fortune’s past index suffered from the fact that its items were not based on theoretical arguments, as they did not appropriately represent the economic, legal, ethical and discretionary dimensions of the corporate citizenship construct.

Other academics, including Pedersen (2010), identified a set of common issues that were frequently used by managers when describing societal responsibilities. This study reported that managers still had a relatively narrow perception of societal responsibilities. Generally, they believed that CSR involves taking care of the workforce, and to manufacture products and deliver services that the customers want, in an eco-friendly manner. The managers who participated in Pedersen’s (2010) study did not believe that they had responsibilities towards society on issues such as social exclusion, Third World development and poverty reduction, among other variables. In a similar vein, Eweje and Sakaki (2015) pointed out that corporate social responsibility involved volunteering, diversity in the workplace and work–life balance. They contended that these are important areas that merit more attention, particularly for those businesses that are willing to prove their credentials. Moreover, Moyeen and West (2014) noticed that sustainable development and environmental issues often remained on the periphery of the managers’ understandings and perceptions of CSR

ISO’s social responsibility standard

In 2010, the development of ISO 26000 has represented a significant milestone in integrating socially and environmentally responsible behaviours into management processes (Toppinen, Virtanen, Mayer, & Tuppura, 2015; Hahn, 2013). ISO 26000 was developed through a participatory multi-stakeholder process with an emphasis on participatory decision-making and

democracy (Hahn & Weidtmann, 2016). For instance, the International Labour Organization (ILO) had established a Memorandum of Understanding (MoU) to ensure that ISO’s social responsibility standard is consistent with its very own labour standards. In fact, ISO 26000’s core subject on ‘Labour Practices’ is based on ILOs’ conventions on labour practices, including

Human Resources Development Convention, Occupational Health and Safety Guidelines, Forced Labour Convention, Freedom of Association, Minimum Wage Fixing Recommendation and the Worst Forms of Child Labour Recommendation, among others. Moreover, ISO’s core subject on ‘human rights’ is based on the Universal Declaration of Human Rights (adopted by the UN General Assembly in 1948).

The standard comprises seven essential areas in the realms of social responsibility: organisational governance, human rights, labour practices, environment, fair operating practices, consumer issues, and community involvement and development (ISO, 2014). ISO’s goal is to encourage organisations to integrate their guiding principles on social responsibility into their management strategies, systems and processes. Therefore, ISO 26000 assists in improving environmental, social and governance communications and also provides guidance on stakeholder identification and engagement (Camilleri, 2015a). It advises the practising organisations to take into account their varied stakeholders’ interests. According to Castka and Balzarova (2008a, p. 276), ‘ISO 26000 aims to assist organisations and their networks in addressing their social responsibilities as it provides practical guidance on how to operationalise CSR, by identifying and engaging with stakeholders and enhancing credibility of reports and claims made about CSR (Hąbek & Wolniak, 2016). Therefore, this standard has the potential to capture the context-specific nature of social responsibility.

ISO 26000 has been characterised as an evolutionary step in standard innovation because it is suitable for organisations of all sizes and sectors. This standard has unique features regarding authority and legitimacy (Hahn, 2013). Its guidelines describe social responsibility as ‘the actions a firm takes to contribute to “sustainable development”’ (Perez-Baltres, Doh, Miller, & Pisani, 2012, p. 158). Hahn (2013) suggested that ISO 26000 offers specific guidance on many facets of CSR, as it helps responsible businesses in their internal and external assessments and evaluations. Furthermore, when the organisations adopt ISO 26000, they could signal their social responsibility credentials and qualities to their marketplace stakeholders (Graffin & Ward, 2010). This way they may also reduce information asymmetries among supply chain partners (King, Lenox, & Terlaak, 2005).

ISO 26000 provides a unilateral understanding of social responsibility across the globe. It acknowledges that ‘social responsibility should be an integral part of the businesses’ core strategy (ISO, 2014). A wide array of social responsibility practices and stakeholder management issues are addressed in ISO 26000. This standard aims to unify and standardise social responsibility; it also acknowledges that each organisation has a responsibility to bear that are relevant to its business (Hąbek & Wolniak, 2016; Hahn, 2013). Notwithstanding, there are different industries, organisational settings, regional or cultural circumstances that will surely affect how entities implement the ISO standards ‘recommendations on responsible behaviours’.

The corporate culture is an important driver for socially responsible activities. Therefore, CEOs play a key role in giving their face and voice to their corporate sustainability agenda (Waldman et al., 2006; Caprar & Neville, 2012). Hence, ISO 26000 can be used as a vehicle for CSR communication. Hąbek and Wolniak (2016) suggested that this standard is rooted in a quality management framework, as it holds potential to enhance the credibility of the corporations’ social responsibility claims. Similarly, Moratis (2015) argued that the concept of credibility relates to scepticism, trust and greenwashing. Other research has demonstrated that some stakeholders have used standards to enhance their credibility, learning and legitimacy (Hąbek & Wolniak, 2016; Boström & Halström, 2010). Consequently, the organisations that are renowned for their genuine CSR credentials could garner a better reputation and image among stakeholders. This will ultimately result in significant improvements to the firms’ bottom lines. An organisational culture that promotes the sustainability agenda has the potential to achieve a competitive advantage, as businesses could improve their long-term corporate financial performance (Eccles, Ioannou, & Serafeim, 2012) via the development of valuable, rare and non-imitable organisational resources and capabilities (Barney, 1986). Eccles et al. (2012) analysed the financial performance of firms with either high or low sustainability orientation. The authors found that firms with a high sustainability orientation were associated with distinct governance mechanisms for sustainability, longer time horizons and deeper stakeholder engagement, as they dedicated more attention to non-financial disclosures. Their adoption of the sustainability standards, such as ISO 26000, can also be interpreted as a signal of a responsible corporate culture (Waldman et al., 2006).

On the other hand, many academic commentators argue that ISO 26000 has never been considered as a management standard. The certification requirements have not been incorporated into ISO 26000’s development and reinforcement process, unlike other standards, including ISO 9000 and ISO 14001(Hahn, 2013). In its present form, ISO 26000 does not follow a classical plan–do–check–act–type management system approach as it is the case for ISO 14001 (Hahn, 2013). Arimura, Darnall, and Katayama (2011) reported that the facilities that were certified with ISO’s 14000 were 40% more likely to assess their suppliers’ environmental performance and 50% more likely to require that their suppliers undertake specific environmental practices. Nevertheless, Arimura, Darnall, Ganguli, and Katayama (2016) argued that although ISO 14001 was a certifiable standard, the facilities that were adopting it were no more likely to reduce their air pollution emissions than noncertified ones.

Rasche and Kell (2010) admitted that the responsibility standards can never be a complete solution to the perennial social and environmental problems; they argued that the standards have inherent limitations that need to be recognised. Certain prestandardisation preparations may have created boundaries which have restricted the stakeholders’ influence. Suchman (1995) described the pre-standardisation phase as an effort which embedded new structures and practices into already legitimate institutions. During the pre-standardisation discussions among stakeholders, there were differing opinions and not enough consensus over ISO 26000’s certification (Mueckenberger & Jastram, 2010). Other authors declared that the certification of standards does not necessarily lead to improved performance (Aravind & Christmann, 2011; King et al., 2005). The development of ISO 26000 involved lengthy, multi-stakeholder corroborations that did not necessarily ensure legitimacy or guarantee that the standard could be considered as an enforceable instrument for industry participants. Balzarova and Castka (2012) also pointed out that the scope of the ISO 26000 standard was unclear as the actual implications for social and environmental improvement were still unknown. Many stakeholders, including chief executives, should have been in a position to leverage their arguments during the pre-standardisation arrangements (Balzarova & Castka, 2012). The responsible businesses could have discussed possible avenues for the standard’s reinforcement. For instance, those organisations that are in complete compliance with ISO 26000 are not required to disclose their social responsibility reports and to make them readily accessible to stakeholders (Balzarova & Castka, 2012). This contentious issue could lead organisations to not fully conform themselves to this uncertifiable standard.

Different industry representatives were (and are still) concerned that costly certification requirements could overburden organisations, particularly in emerging economies. The organisations’ stakeholders, including their employees, may be against the introduction of new standards as they could affect their firms’ bottom lines. When the standards are enforced, industry stakeholders need to comply with their requirements. The companies will usually have to absorb the cost of compliance with the standards (Delmas, 2002). Moreover, the standards may also lead to the creation of trade barriers and to significant increases in production costs (Montabon, Melnyk, Sroufe, & Calantone, 2000). Notwithstanding, when introducing new standards, the standard setters’ external audits could reveal regulatory non-compliance among adopting organisations (Schwartz & Tilling, 2009; Delmas, 2002). As a result, the industries’ implementation of a new standard such as ISO 26000 could be time-consuming because it may require holistic adaptations to change extant organisational processes. The standardisation of social responsibility has also been criticised for being costly and thereby difficult to implement, especially among the smaller companies (Toppinen et al., 2015).

Ávila et al.’s (2013) survey indicated that ISO 26000’s themes were under-represented, particularly those involving labour practices and the environment. The authors posited that the organisations that were supposedly following ISO 26000 have often faced difficulties in incorporating the social responsibility throughout all organisational mechanisms, processes and decisions. Ávila et al. (2013) argued that the businesses’ unsatisfactory engagement with consumer issues was even more serious, as they justify the organisations’ existence. It may appear that Ávila et al.’s (2013) research participants were only concerned about their corporate image (as they were supposedly implementing the social responsibility concept and its premises). Evidently, these firms were less interested in undertaking necessary actions to ensure truthful and fair compliance with ISO 26000.

Methodology

This research has explored the senior executives’ stance on ISO’s social responsibility standard. The respondents were all employed by listed companies in a small European member country. They were expected to indicate their attitudes towards and perceptions of ISO 26000’s core topics, including organisational governance, human rights, labour practices, the environment, fair operating practices, consumer issues as well as community involvement and development. The questionnaire’s design, layout and content were consistent with the social responsibility standard. Respondents were asked to indicate the strength of their agreement or disagreement with ISO 26000’s subjects. The survey instrument made use of the five-point Likert scaling mechanism, where a numerical value was attributed to the informant’s opinion and perception. The responses were coded from 1 (strongly disagree) to 5 (strongly agree) with 3 signalling indecision. Such symmetric, equidistant scaling has provided an interval level of measurement.

An online questionnaire link was sent electronically by means of an email, directly to the senior executives of all companies that were listed on the Malta Stock Exchange. There were numerous attempts to ensure that the questionnaire has been received by all email recipients. Many steps were taken to ensure a high response rate, which included reminder emails and numerous telephone calls. Eventually, there was a total of 374 (out of 1626) respondents who have willingly chosen to take part in this research. This sample represented a usable response rate of 23% of all targeted research participants. The surveyed respondents gave their socio-demographic details about their ‘role’, ‘age’, ‘gender’ and ‘education’ in the latter part of the survey questionnaire. The objective of this designated profile of owner-managers was to gain a good insight into their ability to make evaluative judgements in taking strategic decisions on social responsibility matters. Table 1 presents the profile of respondents who participated in this study.

 

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Following the data gathering process, the researcher carried out descriptive statistics to analyse the distribution and dispersion of the data. Afterwards, factor analysis (FA) data reduction techniques were used to achieve the desired reliability, timely and accurate assessment of the findings. Unless an instrument is reliable, it cannot be valid. The FA was developed to explore and discover the main construct or dimension in the data matrix. The primary objective of this analysis was to reduce the number of variables in the data-set and to detect any underlying structure between them (Hair, Anderson, Tatham, & Black, 1998). Therefore, FA identified the interrelationships among variables. FA extracted components to obtain a factor solution of a smaller set of salient variables which exhibited the highest variation from the linear combination of original variables (Hair et al., 1998). It then removed this variance and produced a second linear combination which explained the maximum proportion of the remaining variance. The first step was to decide which factor components were going to be retained in the PCA. This approach was considered appropriate as there were variables that shared close similarities and highly significant correlations. The criterion for retaining factors is that each retained component must have some sort of face validity and/or theoretical validity, but prior to the rotation process, it was impossible to interpret what each factor meant. The first component accounted for a fairly large amount of the total variance. Each succeeding component had smaller amounts of variance. Although a large number of components could be extracted, only the first few components will be important enough to be retained for interpretation.

The SPSS default was set to keep any factor with an eigenvalue larger than 1.0. If a factor component displayed an eigenvalue less than 1.0, it would have explained less variance than the original variable. Once the factors have been chosen, the next step was to rotate them. The goal of rotation was to achieve what is called a ‘simple structure’, with high factor loadings on one factor and low loadings on all others. The factor loading refers to the correlation between each retained factor and each of the original variables. With regard to determining the significance of the factor loading, this study had followed the guidelines for identifying significant factor loadings based on the specific sample size, as suggested by Hair et al. (1998).

Analysis

The survey questionnaires’ responses were imported directly into SPSS. After filtering responses and eliminating unusable or incomplete survey observations, a total of 374 valid responses were obtained. The managers of the listed companies were required to indicate their level of agreement with ISO 26000 core subjects. Reliability and appropriate validity tests have been carried out during the analytical process. Cronbach’s alpha was calculated to test for the level of consistency among the items.

Principal component analysis

Bartlett’s test of sphericity revealed sufficient correlation in the data-set to run a PCA since P< .001. The Kaiser–Meyer– Olkin’s Test (which measures the sampling adequacy) was also acceptable, as it was well above 0.5. With respect to scale reliability, all constructs were analysed for internal consistency by using Cronbach’s alpha. The composite reliability coefficient (Bagozzi & Yi, 1988) was 0.79, well above the minimum acceptance value of 0.7.

PCA has been chosen to obtain a factor solution of a smaller set of salient variables, from a much larger data-set. A varimax rotation method was used to spread variability more evenly among the constructs. PCA was considered appropriate as there were variables exhibiting an underlying structure. Many variables shared close similarities as there were highly significant correlations. Therefore, PCA has identified the patterns within the data and expressed it by highlighting the relevant similarities (and differences) in each and every component. In the process, the data have been compressed as it was reduced in a number of dimensions without much loss of information. From SPSS, the PCA has produced a table which illustrated the amount of variance in the original variables (with their respective initial eigenvalues), which were accounted for every component. There was also a percentage of variance column which indicated the expressed ratio, as a percentage of the variance (for each component). A brief description of the extracted factor components, together with their eigenvalues and their respective percentage of variance, is provided in Table 2 . The sum of the eigenvalues equalled the number of components. Only principal components with eigenvalues greater than 1 were extracted, and they accounted for more than 63% variance before rotation. The PCA analysis yielded 17 extracted components from ISO 26000’s 37 variables. These factor components were labelled following a cross-examination of the variables with the higher loadings. Typically, the variables with the highest correlation scores had mostly contributed towards the make-up of the respective component.

total variance

Discussion and conclusions

Many stakeholders, particularly the regulatory ones, from the most advanced economies are increasingly inquiring about the corporations’ responsible behaviours. Very often, multinational businesses are resorting to the NGOs’ tools and instruments, such as process and performance-oriented standards in corporate governance, human rights, labour, environmental

protection, anti-corruption as well as health and safety, among others (Camilleri, 2015a). In this light, ISO 26000 standard has been chosen to investigate company executives’ stance towards social responsibility practices.

This empirical research suggests that the respondents’ responsible and sustainable behaviours were both internally and externally focused. The managers indicated that they were paying attention to their human rights issues, labour and fair operating practices. Table 2 reported that the executives gave due importance to resolving grievances and anti-corruption within their organisation. This finding is consistent with other contributions which link CSR with the human resources management literature (Currie, Gormley, Roche, & Teague, 2016; Hahn, 2013; Wettstein, 2012; Pedersen, 2010; Ewing, 1989). The workplace conflict may be intrinsic to the nature of work, because employees and managers may have hard-to-reconcile competing interests (Currie et al., 2016). Ewing (1989) argued that companies develop grievance procedures to help them in their due processes. The author maintained that its development leads to better morale and productivity, fewer union interventions and less likelihood of being sued. However, grievance procedures could incur operating costs, often consume large amounts of previous time from executives and may open the door to chronic malcontents.

This study evidenced that the corporations’ managers were clearly against corrupt practices. Today’s listed businesses are increasingly expected to explain how they are fighting fraudulent activities and bribery issues. This study was conducted in a European Union jurisdiction which mandates a ‘comply or explain’ directive on non-financial reporting (Camilleri, 2015b). The European corporations are expected to be as transparent as possible, to disclose material information and to limit the pursuit of exploitative, unfair or deceptive practices (Camilleri, 2015b). Moreover, large organisations that are operating in member states (that have ratified the ILO’s conventions on labour rights) are morally and legally bound to promote fair operating practices and to engage in social dialogue. The findings suggest that the respondents were committed to forging relationships with different stakeholders, including suppliers and market intermediaries, the wider communities at large, as well as political groups, among others. Porter and Kramer (2011) contended that capable local suppliers foster greater logistical efficiency and ease of collaboration in areas, such as training, in order to boost productivity. Therefore, the success of every company is affected by supporting stakeholders and the extant infrastructure around it. The big businesses’ stakeholder engagement is rooted in institutional theory, as they are capable of aligning themselves with their broader context (Brammer, Jackson, & Matten, 2012). In fact, this study has also measured the respondents’ attitudes on social engagement (including the creation of jobs and skills development, the conditions of employment and the individuals’ civil and political rights) and on the subject of discrimination towards vulnerable groups, among other contingent topics. Moreover, the listed companies’ executives also indicated that they were concerned on environmental sustainability, particularly on global climate change. The corporations’ managers did not explain how they were committed to reduce the carbon footprint or prevent the emission of greenhouse gases. However, they may use new technologies, including renewable energy, water use and conservation. Alternatively, they could change older equipment to reduce pollution and make it more efficient and economical. The results suggest that respondents respected property rights, they utilised and consumed sustainable resources, and were concerned on protecting the natural environment.

Limitations and suggestions for future research

The extant literature has recognised this ISO 26000’s inherent limitations. For the time being, the businesses that are using this standard are not required to disclose material information on their social responsibility practices to stakeholders. One of the most contentious issues is that ISO 26000 still remains voluntary and uncertifiable. The practitioners may ultimately decide not to fully conform themselves with this standard, as they are not bound to do so. For this reason, ISO 26000’s role is still limited for regulators, standard-setting organisations and policy-makers.

In a nutshell, this paper has advanced an empirical study that explored the business executives’ appraisal of social responsibility practices. It has employed ISO 26000 as a comprehensive measure for organisational governance, human rights, labour practices, the environment, fair operating practices, consumer issues, and community involvement and development. Moreover, this contribution has critically analysed key theoretical underpinnings and previous empirical studies on the social responsibility standard. Further research may yield other conclusions about how responsible organisations and corporations could use this standard to appraise their social responsibility endeavours. Future studies could explore different stakeholders’ views, other than the corporation executives’ stance on ISO 26000 subjects. Academia could utilise ISO’s broad standard as a measure for social responsibility behaviours. Moreover, qualitative research could clarify in depth and breadth how organisations are mapping their progress and advancement in the implementation and monitoring of the standard’s responsible initiatives. Future research could identify certain difficulties in incorporating the social responsibility standard throughout the organisational systems and processes.

Acknowledgements

The author thanks this journal’s editor and his anonymous reviewers for their insightful remarks and suggestions.

Disclosure statement

No potential conflict of interest was reported by the author.

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A step-by-step guide for the development of constructs and marketing scales

scales-development-procedure(adapted from:Diamantopoulos & Winklhofer, 2001; Clark & Watson, 1995; Nunnally & Bernstein, 1994; Gerbing & Anderson, 1988)

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