Leonardo Caporarello

Environmental and organizational drivers influencing the adoption of VoIP

Previous research recognized the importance of studying the organizational adoption of a new communication technology because of its potential benefits on the organizational and individual outcome. However, extant studies took into account just a single theoretical perspective lacking a more comprehensive overview of the factors, which may influence the intention to adopt a new communication technology. Since the growing interest of voice over IP (VoIP) we developed our theoretical framework and tested our hypotheses considering this emerging communication technology. Thus, the present research considers simultaneously the institutional, management fashion, and efficient-choice perspectives for understanding the drivers of VoIP adoption process. A theoretical model is developed and tested through structural equation modelling on 620 Italian firms. We hypothesize that both external and internal factors affect the intention to adopt VoIP. Results underscore both the importance of coercive and fashion setters’ pressure (i.e. external factors), and the pivotal role of perceived internal benefits (i.e. internal factors) in shaping intention to adopt.

E-LEARNING: THE RECIPE FOR SUCCESS

The application of technology-based solutions in the world of education has been a “hot topic” for more than a decade. In particular, e-learning systems represent one of the most significant and emblematic applications that have been used. This paper – with a clear focus on the higher sector of education, i.e. university and post-university environments - aims to make a step back and understand whether new technologies (mainly the Internet and web-based applications) as well as changing expectations of learners require a re-framing of the e-learning phenomenon. First results of a research on how students perceive e-learning (adoption intentions, success factors and usage obstacles) seem to confirm the need of a clear understanding of the factors that may truly drive a successful e-learning initiative in higher education contexts.

Individual Readiness for Change in the Context of Enterprise Resource Planning System Implementation

The present study takes a rather innovative approach and investigates the organizational implications of the implementation of Enterprise Resource Planning (ERP) systems in companies from people integration, process integration and information integration perspectives. In this manner we discover the ERP-specific sources of resistance that could affect negatively the deployment of the software in an organization. Then, we argue that a general set of beliefs shapes employees readiness to change to IT use and provides the foundation for resistance or for adoptive behavior. We define the concept of readiness for change in the context of ERP implementation and introduce a readiness for change assessment approach. Then, we test empirically the study hypotheses upon which the research model was build. The results obtained offer insights into factors that can improve the effectiveness of ERP implementation strategies.

All that Glitters is not Gold: Alleged Innovations in Human Computer Interaction

Multinationals and hi-tech firms often advertise and claim for their newest innovations, presenting all kinds of improvements as authentic revolution for the industry. Regarding interfaces between users and machines, in particular, software developers announce repetitively their new versions, emphasizing their novelty and disruptiveness in order to attract more customers. Apparently, all competitors seem to play against everyone else. This study instead, demonstrates that when looking at the evolution over time of mobile phone interfaces—as an example of a widely adopted technology by millions of customers –variance and genuine innovation is very limited, and competitors prefer to follow their enemies instead of taking the risk of being disruptive into the marketplace. The study investigates why it is such and it explores the reasons why competitors get stuck with pre-existing user interfaces.

One Game Does not Fit All. Gamification and Learning: Overview and Future Directions

One of the most interesting and disruptive trends in the current elearning scenario is gamification, that is, the use of game design elements in non-game contexts. This paper provides a definition of gamification in the educational field and an overview of its applications. It then discusses the existing studies on the effectiveness of gamifiction for learning purposes, focusing on their impact on students’ attitude, knowledge and behavior. Finally, it highlights the main gaps in the current literature, pointing to new directions of research.

Digitally Supported Innovation: A Multi-Disciplinary View on Enterprise, Public Sector and User Innovation

This book provides a broad overview of Information and Communication Technology (ICT)-supported innovation both on an evidence-based level, a theoretical and a methodological level. It presents multi-disciplinary perspectives on organizational innovation in enterprises and the public sector, and on the ubiquitous social media-based user innovations. The book especially highlights innovation in knowledge work and human-computer interaction, innovation of and in socio-technical systems, and user-based innovation in public services. It draws upon evidence from various areas of application, including innovative mobility and the factories of the future. The studies presented here will be helpful both for innovation scholars and practitioners in industry as well as innovators at large in their current and future studies and undertakings.

Blended Learning Approach: How Is the Learning Educational Paradigm Changing? Reflections and a Proposed Framework

The use of technology has involved a revolution in higher education but even when the benefits of e-learning have still not been fully demonstrated, blended learning is increasingly gaining support as the model of the future in higher education, especially in those international ones in constant quest for excellence and innovation in the learning experiences they propose to their learners. But, how are educational institutions facing the use of technology for educational purposes? How do they have to change in order to be ready for successfully adopting this kind of learning model? In this paper we intend to answer these questions, and to provide some recommendations to educational institutions in order to help them understand how to lead the change management processes necessary for blended learning to become a full-fledged reality at their schools.

Make blended learning happen: conditions for a successful change process in higher education institutions

The evolution of technology has influenced and, in some cases pushed, many change projects in any type of industry. Educational institutions have also been influenced by this technological evolution. This has generated some important shifts in the educational paradigm that have consequently lead to some changes in the learning processes. Although elearning represents one of the most important consequences of such educational paradigm evolutions, its relative benefits have still not been fully demonstrated. Thus, a new educational paradigm shift has emerged: blended learning. This phenomenon is not new in the literature, but recently it is increasingly gaining support as the model of the future in higher education, especially in international institutions in constant quest for excellence and innovation in the learning experiences they propose to their learners. How are educational institutions facing the use of technology for educational purposes? How do they have to change in order to be ready for successfully adopting this kind of learning model? In this paper we intend to answer these questions, and to provide some recommendations to educational institutions in order to help them understand how to lead the change processes necessary for blended learning to become a full-fledged reality at their schools.

Does Technology-Mediated Learning Matter for Effective Teams?

Many research and studies have discussed the importance of understanding and measuring the effectiveness of technology-mediated learning initiatives. Most of the research analyses the effectiveness of such initiatives at the individual level [1, 2]. This research aims to provide insights on the effectiveness of technology-mediated learning (TML) when working in teams. In particular, we intend to investigate whether the usage of “new technologies” might have a beneficial impact on the activities of university students when organized as a team. The “new technologies” considered in the study belong to the following list: blog, e-learning platform, online encyclopaedia, e-mail, online word processing/spreadsheet/presentation software (e.g. Google Docs), smartphone, tablet, gaming console, Internet-connected TV, chat and/or VoIP, Wiki, social network and web hosting/syncing services (e.g. Dropbox). The first results of this research confirm our expectations. Technology allows teams of students to significantly improve their performances on all the dimensions considered.

Different Strategies for Different Channels: Influencing Behaviors in Product Return Policies for Consumer Goods

One more time the online channel differs from the offline one. Our study on the product return strategies in the retail industry shows that even if more expensive for online retailers, product return policies are more generous and perceived as lenient by consumers. Our measures were collected in the Italian jeans retail industry, with a comparative study done on firms active on both channels and representing more than 50% of the overall industry sales. The impossibility to serve the customer at a distance and the need to strategically boost online sales are becoming a serious trap for online retailers.