This study investigates factors influencing the customers’ decision to use self-service kiosks in quick service restaurants. A model incorporating Technology Acceptance Model and Satisfaction Model was developed to examine the relationships among trust, self-efficacy, perceived ease of use, perceived usefulness, perceived enjoyment, perceived value, satisfaction and behavioural intention toward using these kiosks. The moderating impact of age, gender and past self-service kiosks experience was also examined. An online survey that measured customer perceptions and evaluations of self-service kiosks in McDonald’s garnered 415 responses. Data were analysed using structural equation modelling and multiple regression analyses. Recommendations address the importance of clear, accessible information about kiosk operation; visible security measures; and enhanced features such as menu item nutrient profiles and promotions. These findings and recommendations can be used to promote self-service kiosk usage, thereby addressing the COVID-19 induced prohibitions against direct service in restaurants.
Anecdotal evidence suggests that post-secondary institutions in Canada and beyond are experimenting with the practice of substituting conventional, discipline-centred course titles with more creatively phrased, learner-centred titles. However, we could find no scholarly research to affirm, challenge or guide this practice. This study represents a preliminary foray into that research. We surveyed 368 business undergraduate and graduate students at a mid-sized Canadian university to address, and explore the implications of, this question: "Does a catchy course title elicit more student interest than its conventional counterpart?" Our findings provide some, but not unqualified, support for the practice of using catchy course titles as a way of attracting student interest. We found the most significant influence on student preference toward conventional or catchy course titles to be year of registration (first year and fourth year students showed the most interest in catchy course titles; graduate students and those registered in second and third year showed a preference for conventional course titles). Implications regarding marketing and pedagogy are discussed, as is the need for further research. Des preuves non scientifiques sembleraient suggérer que les établissements d’enseignement supérieur du Canada et au-delà sont en train d’essayer de substituer les titres de cours conventionnels centrés sur la discipline par des titres centrés sur l’apprenant et formulés de façon plus créatrice. Toutefois, nous n’avons trouvé aucune recherche savante qui pourrait affirmer, mettre au défi ou guider cette pratique. Cette étude représente une expérience préliminaire dans cette recherche. Nous avons fait un sondage auprès de 368 étudiants de premier cycle et de cycles supérieurs en administration des affaires dans une université canadienne de taille moyenne afin d’explorer les implications de la question suivante : « Est-ce qu’un titre de cours accrocheur attire davantage l’intérêt des étudiants qu’un titre plus conventionnel? » Nos résultats présentent un certain soutien non qualifié à cette pratique qui consiste à utiliser des titres de cours accrocheurs dans le but d’attirer l’intérêt des étudiants. Nous avons trouvé que l’influence la plus significative sur la préférence des étudiants entre les titres conventionnels et les titres accrocheurs était l’année d’inscription (les étudiants de première et de quatrième année étaient davantage attirés par les titres de cours accrocheurs; les étudiants des cycles supérieurs et ceux inscrits en deuxième et troisième année semblaient préférer les titres de cours conventionnels). Les implications en matière de marketing et de pédagogie sont discutées, ainsi que la nécessité de faire des recherches plus avancées sur la question.
We are political beings, our behaviours shaped by values connected to our political beliefs. As tourism teachers and researchers, we need to be aware of these values because their influence extends beyond our lives, into the lives of students we interact with in the classroom; researchers we connect with through our publications; and, ultimately, the nature and impact of tourism. Various factors determine political values, but all are linked by one theme: if unexamined, they can lead to "disvalues", negatively affecting the marginalised of our communities, including Indigenous populations. That's why we need to address them in our classrooms.
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