The variety of ICT adopters in the intra-firm diffusion process: Theoretical arguments and empirical evidence

Bocquet, Rachel; Brossard, Olivier

doi:10.1016/j.strueco.2007.06.002

Cited by 27 publications

(19 citation statements)

References 35 publications

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“…Firm age does not affect intensification, echoing the findings of Battisti and Stoneman (2005). We find that being part of a larger firm is associated with higher initial adoption, consistent with Antonelli's (1985) finding on the impact of highly centralised structures, while it has no effect on intensification in contrast to Bocquet and Brossard's (2007) finding of reduced ICT intensification. Foreign ownership is associated with reduced intensification only.…”

Section: Do the Determinants Of Initial Adoption And Intensification supporting

confidence: 85%

“…The approach identifies rank, stock, order, and epidemic effects as possible influences on inter-firm diffusion. It was used in an empirical analysis of intra-firm diffusion in Battisti and Stoneman (2005), and then for larger inter-and intra-firm comparative investigations in Battisti, Canepa, andStoneman (2009), Battisti et al (2007), and Hollenstein and Woerter (2008), and with a variation to allow for technological fit in Bocquet and Brossard (2007).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…We therefore expect subsidiaries to have a higher rate of initial adoption. For intensification, these arguments still hold, and in Bocquet and Brossard's (2007) study independent companies have less intensive use. However, the local conditions for subsidiaries may be very different to those prevailing centrally, and so the initial exposure does not necessarily entail that subsequent intensification will be optimal or selected.…”

Section: Being Part Of a Larger Firmmentioning

confidence: 99%

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Determinants of Initial Technology Adoption and Intensification: Evidence from Latin America and the Caribbean

Waters

2015

SSRN Journal

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In this paper we examine determinants of initial adoption and subsequent intensification of commercial use of the internet. In contrast to previous examinations that have looked at initial adoption and intensification in the highest income countries, we study companies in Latin America and the Caribbean and so contribute to empirical understanding of the two types of adoption. Many variables such as company size and industry intensification previously identified as influential in high income regions continue to be important determinants. Novel determinants are also found, including informal sector competition and regional influence. There are sharp differences in determinants between the two adoption types.

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Section: Do the Determinants Of Initial Adoption And Intensification supporting

confidence: 85%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Being Part Of a Larger Firmmentioning

confidence: 99%

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Determinants of Initial Technology Adoption and Intensification: Evidence from Latin America and the Caribbean

Waters

2015

SSRN Journal

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“…There are many possible indicators to capture the intensity of ICT use (see, e.g., Bocquet and Brossard, 2007;European Commission, 2007b;Hollenstein et al, 2003). In the present study we rely on three variables that are expected to positively affect the provision of apprenticeships (for details of measurement see Table 1): a) 'ICT_infrastructure' captures a firm's endowment with technical ICT infrastructure (ordinal variable representing the number of up to four ICT elements: PC, Internet, intranet, extranet); b) ' intranet_use_d' stands for the broadness of use of ICT measured by two dummy variables reflecting, respectively, 'medium' and 'high intensity' of use of the intranet; the latter dummy should exert a stronger (positive) influence on the provision of apprenticeships than the former.…”

Section: H2mentioning

confidence: 99%

The ‘new firm paradigm’ and the provision of training: The impact of ICT, workplace organization and human capital

Hollenstein

Stucki

2012

Swiss J Economics Statistics

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Summary The paper analyzes the relevance of the three constituent elements of the ‘new firm paradigm’, i.e. ICT, workplace organization and human capital, as determinants of a firm’s provision of training. We concentrate on apprenticeship training, which in German-speaking countries is a widespread practice of skill formation. Econometric studies dealing with a firm’s provision of apprenticeships so far did not pay much attention to the influence of a shift towards the new paradigm. We find that apprenticeship training is an appropriate way of skill formation in advanced economies, but this may not be the case in leading-edge segments of the economy.

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“…Unlike most parametric statistical techniques, cluster analysis does not explicitly provide a clearly acceptable or unacceptable solution. Bocquet andBrossard, 2007 andSharma, 1995 recommend that one should use different approaches, A non-hierarchical cluster analysis (ESKILLS) based on k-means methodology is then carried out based on the scores revealed by the principal factor analysis. In order to determine the final number of clusters, we use three usual criteria:…”

Section: Dependent Variable: Students' E-skillsmentioning

confidence: 99%

Students' E-Skills, Organizational Change and Diversity of Learning Process: Evidence from French Universities in 2010

2012

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Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW. Non-Technical SummaryInformation and communication technologies (ICT) play a crucial role in higher education. They modify the scope, the borders and the content of learning. Most of European Universities try to change their pedagogical concepts in order to face the challenges of efficiently integrating ICT in their curricula.One key result in integrating ICT in higher education is the fact that students acquire new e-skills and further develop their initial ones. By eskills we refer to the ability to efficiently and critically use ICT. At least four layers of students' e-skills are identified: Operational e-skills imply that students know how to operate a computer. With formal e-skills students additionally use some basic Internet applications. Students who also use ICT tools for learning purposes are supposed to have information e-skills. Finally, strategic e-skills, which are the most advanced, refer to students who use ICT intensively in order to collaborate with others.Our article claims that organizational changes at European Universities are a necessary condition in order to equip students with high levels of e-skills.We have analysed this hypothesis for French Universities and we have found a strong correlation between the implementation of a "student-centred model of learning" or "active way of learning" and students' levels of e-skills. More precisely, three main results were obtained:Firstly, students' involvement in using ICT enhances students' operational e-skills. ICT training enhances students' information e-skills. Students who spend more time surfing on the Internet have more sophisticated e-skills.Secondly, the diversity of learning processes enhances the accumulation of students' e-skills. Thirdly, collaborative and cooperative learning facilitates the accumulation of students' strategic e-skills. AbstractDriven by ICT, universities are changing in depth the nature and forms of learning processes, which are intended to prepare students to a better entry into the labour market. In this paper, we focus on the evolution of students' use of ICT in such an institution characterized by organizational changes and we analyse the determinants of students' e-skills using a 2010 dataset of French university students. We show that students' involvement in the use of ICT increases their e-skills. ICT learning by doing and ICT learning by using also increase some categories of students' e-skills. In addition, collaborative and cooperative learning are posi...

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The variety of ICT adopters in the intra-firm diffusion process: Theoretical arguments and empirical evidence

Cited by 27 publications

References 35 publications

Determinants of Initial Technology Adoption and Intensification: Evidence from Latin America and the Caribbean

Determinants of Initial Technology Adoption and Intensification: Evidence from Latin America and the Caribbean

The ‘new firm paradigm’ and the provision of training: The impact of ICT, workplace organization and human capital

Students' E-Skills, Organizational Change and Diversity of Learning Process: Evidence from French Universities in 2010

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