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Researchers on online consumer behavior have rarely discussed the subjective well-being aspect or improving the life quality of the next billion as the bright side.Emerging technologies such as mobile payments have added to the life quality of people by enabling fast and convenient transactions online that can be performed anywhere and anytime. The studies on mobile payments adoption or continued use are majorly focused on the utilitarian aspects. While the firms face stiff competition and struggle to retain customers it is imperative to discuss both the psychological and behavioral aspects of technology use. The proposed theoretical framework integrates the expectation confirmation model, unified theory of acceptance and use of technology (UTAUT) model, and the subjective well-being aspect to explain the factors that affect the mobile payments continuance intention. This multidisciplinary study makes a novel contribution to the extant literature on online consumer behavior. Data were obtained by surveying 351 users of mobile payments. The structural equation modeling (SEM) revealed that continuance intention is influenced by subjective well-being, facilitating conditions, effort expectancy, and satisfaction. Performance expectancy and effort expectancy influence satisfaction that further influences continuance intention. The study deliberates several inferences for service providers for effective strategic advancement. Findings can be used for developing innovative solutions for improved online customer experience and retention. The positioning strategy must convey the life quality improvement as a bright side of technology for better chances of success.

PurposeThis paper aims to investigate the factors that affect mobile banking adoption among the bottom of the pyramid (BoP) group in an emerging market.Design/methodology/approachData were collected from 332 bank customers in the BoP group through a questionnaire based on previously validated scales. Structural equation modeling (SEM) was applied using SmartPLS 2.0 to analyze the data.FindingsIt was found that perceived usefulness (PU) and perceived ease of use (PEoU) influence the attitude toward mobile banking positively whereas the perceived risk (PR) and perceived deterrents (PDs) influence the attitude negatively. The subjective norms (SNs) and the attitude positively affect mobile banking adoption. Knowledge of mobile banking has a strong effect on the PEoU, but it does not influence the PU of mobile banking.Originality/valueThis research makes an original contribution to the extant research and fills the gap by exploring the factors that affect the mobile banking adoption among a distinct BoP group (migrant workers) in an emerging market. The authors make use of knowledge of mobile banking and PDs as novel and important constructs in the technology acceptance model (TAM) to explore the factors that affect mobile banking adoption among the BoP.

Following the outbreak of COVID 19 in February 2020, Indian universities were shut down and used digital platforms to teach their students since then. Drawing from Kolb’s Learning Theory, John Dewey’s theory, Jack Mezirows transformative learning theory, and Jean Piaget’s theory, the authors in this paper offer a viewpoint on some of the practical teaching practices which can be adapted in business schools in India to be successful in this emerging blended or phygital environment. Using a Community of Inquiry (CoI) framework, the authors reflect on the effective teaching practices based on their own experience, theoretical knowledge gained from an exhaustive web search of various databases of the period, particularly from February to August 2020. The authors performed a careful manual content analysis of the selected research papers. They concluded seven principal teaching methods to create an effective blended environment for students and faculties in Indian business schools: a) reframing virtual spaces in India through online knowledge repository and virtual labs b) using reflective thinking for andragogical and pedagogical Indian approach c) Indian teachers’ readiness to offer various genres of courses on demand d) reinforcing resilience in Indian schools through meaningful participation and conflict resolution e) purposeful learning and inquiry-based learning for Indian students f) experiential learning through an inclusive online pivot in India g) useful apps are discussed to reach out to Indian parents community. These initiatives can influence academicians, educationists, podcasters, and the entire teacher fraternity to design an efficient and adequate teaching plan for the student community in India.

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