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Persuasive system features have been widely adopted to encourage attitude and behaviour change. Recently, most social networking sites (SNS) adopt some form of persuasive system features that leverage social influence to deliberately induce prescribed behaviours in their users. However, studies on how these features can be used to promote knowledge sharing are inadequate; particularly, regarding how SNS that have been developed solely for academic purposes can adopt these features to promote knowledge sharing. To address this knowledge gap, this study integrates constructs from the social capital theory and persuasive systems design model to investigate the impact of persuasive social features on knowledge sharing among students of tertiary institutions on academic social networking sites. Data are quantitatively gathered from 218 respondents from tertiary institutions and statistically analyzed. The results suggest that perceived dialogue support and perceived social support have strong influences on knowledge sharing behaviour.

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Contribution/Originality: This study is one of the very few studies which have investigated the effects of cybercrime on e-commerce technologies from the perspective of a developing country. In fact, the first study in Ghana, which attempts to examine consumers' perception of cybercrime on their purchase intentions using electronic commerce technologies. 1. INTRODUCTION Globally, the web and the Internet provide an essential medium for facilitating e-commerce transactions and technologies. E-commerce offers a lot of opportunities to businesses from small and medium scale enterprises (SMEs) to large scale industries [1]. Since there are differences in the nature of market operations as well as resource strengths, the adoption and integration paths of ecommerce technologies by firms in their business

There is evidence that majority of students in many African countries own and use smartphones. Due to their portability and the many functions, they are used to perform, smartphones have virtually become a necessity. In education, it is known to facilitate communication and knowledge sharing among students. Yet, many students use smartphones for entertainment purposes. Worst of all, research that investigates the factors that influence students’ use of smartphones for learning are scarce particularly, in many African countries. Therefore, this study examines the influencing factors of smartphone use for academic purposes. It deviates from the few existing studies that have predominantly drawn samples from tertiary students of developed countries. The study presented a research model founded on UTAUT 2. Responses were gathered from 708 Ghanaian high school students using a questionnaire. Based on these responses, Partial Least Square Structural Equation Modelling was used to validate the model. The results confirmed that Effort Expectancy, Facilitating Conditions and Social Influence have significant influence on Hedonic Motivation and Perceived Usefulness. Similarly, Habit and Price Value mediated the effects of Hedonic Motivation and Perceived Usefulness on Behavioural Intention and Use Behaviour. The findings suggest that, educational institutions must provide the necessary support conditions for students to use smartphones for learning.