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The purpose of this research is to examine the relationships between changes to computer selfefficacy (CSE) and computer anxiety and the impact on performance on computer-related tasks in both online and face-to-face mediums. While many studies have looked at these factors individually, relatively few have included multiple measures of these factors concurrently and assessed the effects over a period of time in a realistic environment. Transactional Distance Theory and previous research are used to develop a theoretical model integrating these factors. Transactional distance can be viewed as an outcome of the culture within an educational environment. As such the three transactional distance variables -structure, dialogue, and learner autonomy -may be measured by certain aspects of that culture. Describing the two mediums in terms of transactional distance allowed us to explore the interrelationships between the changes in CSE, Anxiety, and Performance in face-to-face and online classes.Data are drawn from students in a junior level Management Information Systems (MIS) class at a medium-size public University in the Southeast U.S.A. Classes in both mediums completed a real life computer-based project in which previously validated instruments are used to longitudinally measure perceptions of computer self-efficacy (CSE), computer anxiety, and transactional distance. Partial Least Squares (PLS), a structural equation modeling technique, is used to compare the results of these factors on performance in both the face-to-face and online mediums.The results show transactional distance was indeed acting as an anxiety-reducing mechanism.A comparison of differences between mediums suggests that the various aspects of transactional distance influence each differently. The findings highlight the importance of structure and innovation in the online medium while aspects of dialog were shown to be important in the face-toface medium. In effect, the interactive or emotive characteristics of transactional distance were more important in the face-to-face medium, while the structure and individual autonomy aspects were more influential in the online medium. Thus, one implication for face-to-face instructors is the need to continually maintain free-flowing dialog with the students to enhance learning. On the other hand, logical organization is very important in an online medium. Finally, the significance of the innovation component illustrates the importance of using new techniques and technologies to improve the interaction aspect of online education. Understanding these differences and implementing measures to accommodate these differences could increase teaching effectiveness and ultimately result in improvements in performance on computer-related tasks.Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are ...

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractThe purpose of this research is to further examine the relationship between organizational culture and a strategic approach to quality, as embodied in Malcolm Baldrige Quality award criteria. To accomplish this, a questionnaire was developed for a postal survey. The questionnaire was based upon the Competing Values Model of Culture and the Baldrige Award criteria to define the position of the company in their strategic quality approach. This questionnaire was then sent to 1000 members of the American Society for Quality. A total of 219 usable responses were received and analyzed. The results indicate that higher Baldrige scores tend to be significantly related to the Adhocracy and Group cultural types.

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Given that many organizational tasks are accomplished by people working as virtual teams, it’s important to understand team members’ knowledge sharing behavior. This study attempts to explore social cognitive factors influencing knowledge sharing in the team-based context. Based on a survey of 183 participants of team projects, this study finds that team climate, sense of self-worth, and past sharing behavior lead to positive attitude toward knowledge sharing. Moreover, attitude toward knowledge sharing and past sharing behavior have a positive impact on knowledge sharing intention. These findings can help managers design work teams to stimulate collaboration and improve performance.

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