Jerry Cha-Jan Chang

Ethical decision making in software piracy: initial development and test of a four-component model

Software piracy costs the software industry billions of dollars each year. To better understand piracy, we propose a model of ethical decision making that is an adaptation of the four-component model of morality. This model defines four internal processes that result in external moral behavior: recognition, judgment, intention, and behavior. We test our model with a sample of Information Systems students in Hong Kong who provided measures of self-reported behavior regarding levels of buying and using pirated software. Using partial least squares, we investigated the causal pathways of the model and the effects of age and gender. We find that use is determined by buying, buying is determined by intention, and intention is determined by judgment. Although respondents recognized software piracy as an infringement of intellectual property rights, this fact did not affect their judgment of the morality of the act. Significant differences are also found in the ethical decision-making process based on age but only limited differences based on gender. The implications of these results, including the development of a professional ethics program, are discussed.

Self-efficacy, overconfidence, and the negative effect on subsequent performance: A field study

Self-efficacy has been used to predict the level of performance or usage of IT. The psychological literature has suggested, however, that rather than promoting behavior, it can lead to overconfidence and reduce performance over time. We investigated this claim by studying the relationship between self-efficacy and performance in a field study. Overconfidence was measured metacognitively as the difference between a persons expected performance and his or her actual performance. Using PLS and a sample of 108 students in an systems analysis and design course, we found that for the sample as a whole, self-efficacy was positively and significantly related to performance, and that performance was positively and significantly related to subsequent self-efficacy. When levels of over- and under-confidence were taken into account, however, the relationships changed. In particular, overconfidence leads to a significant negative relationship between self-efficacy and subsequent performance. Implications for user training included the need to use performance feedback in order to allow for a recalibration of self-efficacy towards a more accurate self-assessment of ability.

Formative Measurement and Academic Research: In Search of Measurement Theory

The use of causal indicators to formatively measure latent constructs appears to be on the rise, despite what appears to be a troubling lack of consistency in their application. Scholars in any discipline are responsible not only for advancing theoretical knowledge in their domain of study but also for addressing methodological issues that threaten that advance. In that spirit, the current study traces causal indicators from their origins in causal modeling to their use in structural equation modeling today. Conclusions from this review suggest that unlike effect (reflective) indicators, whose application is based on classical test theory, today’s application of causal (formative) indicators is based on research demonstrating their practical application rather than on psychometric theory supporting their use. The authors suggest that this lack of theory has contributed to the confusion surrounding their implementation. Recent research has questioned the generalizability of formatively measured latent constructs. In the current study, the authors discuss how the use of fixed-weight composites may be one way to employ causal indicators so that they may be generalized to additional contexts. More specifically, they suggest the use of meta-analysis principles for identifying optimum causal indicator weights that can be used to generate fixed-weight composites. Finally, the authors explain how these fixed-weight composites can be implemented in both components-based and covariance-based statistical packages. Implications for the use of causal indicators in academic research are used to focus these discussions.

Usage and impact of technology enabled job learning

Individuals use technology to experiment with new ways of carrying out their tasks and in doing so they learn more about their jobs. The current study examines the role of technology enabled job learning as a key component in the complex relationship between information systems use and technology outcomes. Data from 308 end-users were analyzed to evaluate the relationships between system use and technology enabled job learning, and technology enabled job learning and technology outcomes. Technology enabled job learning was conceptualized in terms of how computer applications helped individuals learn and better perform their jobs. System use was conceptualized in terms of decision support, work integration, and customer service. Technology outcomes were conceptualized in terms of management control, task innovation, task productivity, and customer satisfaction. Results suggest that systems use has a significant, positive effect on job learning, and that job learning has a significant, positive effect on technology outcomes. Post hoc analyses were then conducted to examine the potential mediating role of job learning between systems use and technology outcomes. The findings from this research lead to a greater understanding of how patterns of systems use influence organizationally relevant outcomes through technology-enabled job learning.

Perceived Required Skills and Abilities in Information Systems Project Management

This article reports on results of a study on Information Systems (IS) project management skill set based on a two-round data collection from IS project managers and professionals. The first phase involved interviews with 47 project managers that resulted in identification of 12 important project management skills. In phase two, a survey was developed, based on phase 1 study results, to collect data from 41 IS project managers and professionals. Results identify rankings of the 12 skills as the 12 skills are further grouped into four categories of Communication and relationship management, Resource management, Change leadership, and Administrative.

Clarifying the role of self-efficacy and metacognition as predictors of performance: construct development and test

We propose extending our understanding of self-efficacy by comparing self-efficacy with a related construct called metacognition. Metacognition involves the monitoring and control of ones thought processes and is often related, as is self-efficacy, to performance on a task. We develop an instrument that attempts to measure both self-efficacy and metacognition with respect to ones performance on a test covering declarative and procedural knowledge (knowing that, and knowing how) of DFDs and ERDs. With data collected from a sample of 124 students, we use partial least squares (PLS) to show that self-efficacy and metacognition are distinct yet related constructs. While self-efficacy is a predictor of both declarative and procedural knowledge, metacognition is only related to procedural knowledge. We discuss the implications of these results and suggest further research is needed to compare and contrast the role of these constructs in assessing learning outcomes.

Prepare your mind for learning

The learning process must evolve and expand throughout ones IT career. Most would agree thats often easier said than done. Here are some ways professionals can overcome mental blocks that may prevent learning.

Understanding the influence of blog on the development of social capital

The rapid use and application of blogs in diverse areas such as education, marketing, journalism, and human resource management in recent years underlines the need for a better understanding of the impact of this new technology on social capital. Social capital reflects the norm of reciprocity and the level of trust among individuals who connect, interact, and benefit from one another. Blog is expected to influence the extent and the scope of this interaction by providing new means of networking among people. This paper examines the relationship between blog use and social capital and reports on the results of an exploratory study that examines this relationship using survey data from 326 blog users. Results suggest a significant and positive impact of blog use on social capital and its components: social connections, reciprocity, and trust. Implications of these findings for research and practice are discussed.

Does existing measurement theory support the use of composite and causal indicators in information systems research

Despite lingering concerns surrounding the use of composite and causal indicators, a significant number of information systems researchers continue to employ them in their work. The authors suggest that misunderstandings about the appropriateness of implementing composite and causal indicators can be traced to the absence of measurement theory supporting their use. Recommendations on how researchers might design studies that avoid the use of these respective indicators are also provided.