any given set of to-be-evaluated journals. We then identify and challenge interpretations related to these scores (one theoretical, one statistical) offered by Gorman and Kanet that result in misleading conclusions about journal quality and that may potentially motivate inappropriate editorial behavior. For important professional decisions of hiring, performance evaluation, promotion, and tenure, we conclude by cautioning against sole reliance on the AAI method for ranking journals and against exclusive interpretation of the score computed via the AAI method as an indicator of journal quality.
United States based companies have invested more heavily in cloud services than companies in other nations. Despite numerous benefits claimed by cloud service providers, many organisations are still uncertain about the implementation of cloud computing. The aim of this study is to gain a better understanding of the factors that are important to the usage adoption decision of this information technology delivery model and the implications for organisations in the United States. Decision makers were surveyed to discover which attributes were important in their determination of cloud computing utilisation. Using a sample of executives from manufacturing and service sectors in the United States, multiple factors contributing to the recent growth in cloud computing have been identified using a factor analysis. Four factors emerged from the data analysis include extrinsic motivation, intrinsic motivation, perceived risks, and resource constraint.
Ongoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job‐market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students’ course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings—students’ motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, ex ante, the value‐added by a curriculum change—and the norm life‐cycle theory, we argue that any effort‐increasing or grade‐threatening change is viewed as non‐normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students’ perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm.
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