E-commerce has changed the nature of the value propositions that companies now offer to their customers. The convergence of content sites and social networks has resulted in emerging e-commerce business models. The group buying/local daily deals e-commerce platform represents the collective bargaining power that individuals can leverage to obtain daily deals on local products, services and experiences. These local discounted deals are distributed via e-mail and the websites of companies like Groupon and LivingSocial that have established themselves as the sector leaders. The convergence of traditional and electronic business models, as well as traditional and new business practices, are changing the face of global business as we know it. In this study, the authors critically reflect on the strategic management implications of the convergence of content, community and commerce in the form of social e-commerce and daily deal sites. The authors consider the implications of the rapid growth experienced by daily deal social group buying sites, in terms of strategy, and question its long-term value-creation. Future investors are urged to consider the long-term value-creation and not merely the short-term payoff of these sites. Merchants are urged to consider the practical implications of offering coupons on these sites for the day-to-day operation of their businesses.
As an academic institution that is still in its early phases of organisational growth, Monash University, South Africa does not have a pool of postgraduate students that can be utilised for teaching assistance in units with large groups of students. This necessitated the selection of high-calibre honours candidates and third-year students that could be trained to become tutors. The tutor training, upon which this study is based, originated from a practical need that arose within the context of teaching at a small higher education institution. The researchers developed the training with the intention of providing the necessary skills enhancement needed for tutors to conduct successful tutorials. Due to the novelty of this endeavour, the research questions emerged with the formulation of the original content of the training course. There were three main research questions. Firstly, to verify whether the topics covered in the training did in fact provide the requisite real-world knowledge and skills development. Secondly, to evaluate the quality of the training that was provided. Thirdly, to ascertain other gaps in knowledge and skill that exist and that need to be addressed. A mixed methodological approach was followed in this study. Action research and group-administered questionnaires were utilised. Action research was used both in the data collection and in the data analysis phases. Group-administered questionnaires facilitated data triangulation to enhance the validity of the research findings. The research method utilised in this study to evaluate the efficacy of the training and to identify further training needs, presented a unique opportunity for reflective practice. The content of the training was set up to address needs identified by the researchers, based on their own teaching and tutoring experiences. To ensure continuous improvement and efficacy, the content was refined once the participants were given an opportunity to provide feedback. The researchers reflected on what transpired in each training session and developed new insights into potential gaps that needed filling. The participants responded positively to the unique learning situation that was created and felt that the training equipped them with the basic skills they needed as novice tutors. The researchers found that reflective practice effectively enabled the participants to identify the individual value gained from the learning experience.
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