Melody W. Alexander

Response rate, speed, and completeness: A comparison of Internet-based and mail surveys

Because of their speed and accessibility, the use of on-line research tools has grown considerably in recent years. The present study compared two ways of delivering surveys: Internet-based and mail delivery methods. Although Internet-basedand mail surveys achieved a similar response rate, Internet-based surveys may be more effective than mail surveys in a setting such as when the target population has both e-mail and Internet access.

Overcoming Barriers to Successful Delivery of Distance-Learning Courses

Abstract For this study, the authors collected data from 81 business professors who taught distance-learning courses at 61 U.S. business schools accredited by the American Assembly of Collegiate Schools of Business (AACSB). Findings indicate that the professors (a) primarily used self-training for the design and delivery of on-line courses, (b) believed that the technology was not sufficiently reliable, (c) believed that the greatest benefit of distance learning was flexibility for students, and (d) perceived a student-centered teaching approach as necessary for successful distance-education courses.

The Impact of Business Communication Education on Students’ Short- and Long-Term Performances

The purpose of this longitudinal study was to identify the short- and long-term impact of business communication education on students’ skill developments and performance outcomes. Nearly 400 students at an AACSC International–accredited business college participated in the study during their sophomore and senior years. The findings indicate that the business communication course helped students develop good skills in writing reports, solving problems, working in teams, communicating orally, and using Internet technologies for both the short term (sophomore year) and the long term (senior year). More than 95% of the students reported achieving As and Bs on written assignments, company-analysis reports, problem-solving assignments, and oral presentations in their sophomore, junior, and senior years. However, the long-term effect was statistically less significant than was the short-term effect, although both were within the same positive range.

Comparing the Distance Learning-Related Course Development Approach and Faculty Support and Rewards Structure at AACSB Accredited Institutions between 2001 and 2006.

The study compared the support and rewards provided faculty members for online course teaching and the development approaches used at business schools accredited by AACSB between 2001 and 2006. Data were collected from 81 professors in 2001 and 140 professors in 2006. The professors were involved in developing or teaching online courses at AACSB business schools across the United States. The findings indicate that faculty members received limited support and are not taking advantage of training options. Faculty members are most likely rewarded for their involvement in distance learning through stipends based on the number of online sections taught. Little has changed during the five-year period in regards to course development. Faculty members continue to use an individual instead of a team approach to course development and most faculty members learned online course development and delivery techniques on their own.

Social Commerce from a Theory of Planned Behavior Paradigm: An Analysis of Purchase Intention

Social commerce s-commerce is linked to social shopping, social sharing, and described as focusing on sharing information with affiliate shoppers. Due to the increased popularity of private and public social networking websites, this empirical study extends Ajzens 1991 theory of planned behavior TPB to explain and predict purchase intention after interacting with an s-commerce website. Results indicate significant support for the theoretical paradigm from an s-commerce perspective. No significant effects emerged from the multiple linear regression conducted to determine whether the current studys theoretical paradigm confirmed to the applicability of the theory of planned behavior. Using a path model as outlined by Ajzen 2004, the path analysis produced good support for the model in which purchase intention had a positive relationship with attitudes, subjective norm, and perceived control behavior. Analysis of attitudes, subjective norm, perceived behavioral control, and intentions revealed subjective norm had the greatest influence on purchase intention. Implications for theoretical and practical analysis are presented, along with recommendations for future research.