This article uses the Unified Theory of Acceptance and Use of Technology model (UTAUT) as the basis for the research framework to examine factors that influence student-perceived learning outcomes and satisfaction in enterprise resource planning (ERP) courses. Antecedent variables considered are student attitude, performance expectancy, effort expectancy, training (hands-on), course structure, and perceived instructor knowledge. A Structural Equation Model (SEM) using LISREL was employed to test the measurement and structural models using a convenience sample of 102 students enrolled in ERP courses. The results showed that student attitude had the largest significant direct impact on student-perceived learning outcomes and satisfaction. Effort expectancy and performance expectancy had significant direct impacts on attitude. Course structure and training (hands-on) had indirect effects on attitude through effort expectancy and performance expectancy. The findings suggest that, in order to impact student attitude and, thus, impact their perceived learning outcomes and satisfaction, instructors should emphasize the importance of learning about ERP systems and should provide clear directions so that students experience a meaningful interaction with ERP systems. Implications for practitioners and educators are reported.
Success in an online learning environment is tied to both human and system factors. This study illuminates the unique contributions of human factors (comfort with online learning, self-management of learning, and perceived Web self-efficacy) to online learning system success, which is measured in terms of usage and satisfaction. The research model was tested employing SEM on a sample of 674 college students enrolled in at least one online course. The factors of comfort with online learning and perceived Web selfefficacy were significant predictors of satisfaction. Comfort with online learning was significant in predicting usage. The impact of demographic variables was examined.
Only a small number of U.S. businesses have adopted the Baldrige Performance Excellence Program. The purpose of this multiple case study was to explore strategies that executive business leaders use to implement the Baldrige Criteria for Performance Excellence. The study population consisted of six business executives and two organizations in the U.S. state of Texas, all with experience in implementing the Baldrige Criteria for Performance Excellence. The theory of high performance work systems provided the conceptual framework for the study. Data were gathered from interviews and record reviews that were conducted within the organizations. Inductive analysis was used to identify words, phrases, ideas, and actions that were consistent among participants and organizations as well as patterns and themes. Triangulation of sources between the interview and record review data was used for consistency. Three main themes emerged from data analysis: organizations embedded the Baldrige Criteria for Performance Excellence into native work models; they also used robust strategy deployment systems with accountability for action plans to spread the Baldrige Criteria for Performance Excellence; and, rather than specifically create goals to align with the Baldrige Criteria for Performance Excellence, they identified actions to reach organizational strategic goals that were molded using the Baldrige Criteria for Performance Excellence as a business model.
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