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Aim/Purpose Drawing on theories of organizational learning, this study analyzes the mechanism of Internet integration capability affecting knowledge generation by 399 Chinese enterprises. This paper will further explore whether there is a moderating role of learning orientation in the mechanism of Internet integration capability affecting enterprise knowledge generation. Background The Internet has gradually integrated into the enterprise innovation system and penetrated into all aspects of technological innovation, which has promoted the integration and optimization of resources inside and outside the organization. However, there is limited understanding of how the combination of the Internet and integration capability can drive enterprise knowledge generation. Methodology The study uses survey data from 399 organizations in China. Through structural equation modeling, this study assesses the relationship between Internet integration capability, organizational learning, knowledge generation, and uses PROCESS macro program to test the mediated moderation effect of learning orientation. Contribution First, this study provides empirical evidence for managers to better build Internet integration capability and ambidextrous learning to promote enterprise knowledge generation. Second, this study highlights the important moderating role of learning orientation in the mediating role of ambidextrous learning. Findings First, the study confirms the mediating role of exploratory learning and exploitative learning in knowledge generation driven by Internet integration capability. Second, the results show that when organizations have a strong learning orientation, the indirect path of Internet integration capability influencing knowledge generation through exploratory learning will be enhanced. Recommendations for Practitioners Enterprises should pay full attention to the improvement of internet integration capability and ambidextrous learning to promote knowledge generation. In addition, enterprises should establish a good learning atmosphere within the organization to strengthen the bridge role of exploratory learning between Internet integration capability and knowledge generation. Recommendations for Researchers Researchers could collect data from countries with different levels of economic development to verify the universal applicability of the proposed theoretical model. Impact on Society This study provides references for enterprises using Internet integration capability to promote their knowledge generation capability under the internet background. Future Research Future research can compare the impact of Internet integration capability on knowledge generation in different industries. [ABSTRACT FROM AUTHOR]

Aim/Purpose The purpose of this study is to explore the correlation between contract cheating and online education in China, which has become a major concern due to the extensive promotion of online education worldwide amid the COVID-19 pandemic. Background Contract cheating, also known as academic ghostwriting, refers to the act of students outsourcing academic assignments to third parties, who complete the work on their behalf. With the development of online education, the incidence of contract cheating is rising progressively. Whilst numerous scholars have conducted extensive research on the causes, prevention, and handling of contract cheating, the issue persists and needs further localized understanding. Methodology This study employs a mixed-methods approach. First, textual data on Sina Weibo, a popular Chinese social media platform, is collected and analyzed using VOSviewer and NVivo12 software. Field observation methods are also utilized for theme analysis and sentiment analysis. Second, the theoretical framework of organizational theory is applied to explain the impact of different modes of online education implementation on contract cheating. Finally, based on the findings, possible solutions to mitigate contract cheating are proposed. Contribution This study contributes to the literature by providing a theoretical framework to explain the relationship between online education and contract cheating in China. The study's findings highlight the importance of the mode of online education implementation when addressing contract cheating. Findings This study finds that online education does exacerbate contract cheating in China, and the extent of this phenomenon varies depending on the mode of online education implementation. This study also identifies the lack of academic integrity education and supervision as a major factor contributing to contract cheating. Recommendations for Practitioners Reducing the costs of educational organizations in combating cheating through institutional arrangements, such as establishing effective channels of communication between teachers and schools and controlling teachers' workload outside of their primary responsibilities, can help curb contract cheating. Recommendations for Researchers Both history and reality have demonstrated that possible solutions cannot rely solely on new technologies or single institutional arrangements. Contract cheating is essentially an unethical means of competing for scarce resources, and as long as resources remain scarce, this phenomenon will persist. Impact on Society As a social phenomenon, contract cheating cannot be completely eradicated through top-down policy enforcement. Future Research The stringent enforcement against contract cheating also involves the education regulatory and judicial departments, and their relationship is worthy of future research. [ABSTRACT FROM AUTHOR]

With the rapid expansion of the transnational education market, more and more universities join the ranks of transnational education providers or expand their transnational education offerings. Many of those providers regard fully-online provision of their programs as an economic alternative to face-to-face teaching. Do transnational students accept this model as a viable and effective educational alternative? A recent research study investigated students' attitudes towards fully-online provision of computing education programs in one of the most important Australian transnational education markets: Hong Kong. Of interest were students' perceptions about the suitability of fully-online mode of teaching and learning with respect to computing studies, and their views on the importance of face-to-face interaction in their programs. Students from three transnational computing programs, offered in Hong Kong by Australian universities in co-operation with Hong Kong partners, participated in the study; the programs are delivered in face-to-face sessions and rely on the Internet for support and communication (unit Web sites, bulletin boards, email, etc.). The rationale behind the choice of locale and participants for the study was threefold: first, Hong Kong is one of the largest Australian transnational education markets (hence, the results of the study would be of importance); second, it is a well-developed territory where English is commonly spoken (hence, participants would not be biased towards online education because of lack of suitable technological infrastructure or inadequate linguistic skills); and thirdly, computing students were technology savvy and, therefore, would not be biased in their views of online education because of technophobia. Approximately three hundred students participated in the study, which was based on analysis of data collected though a survey and group interviews with students. Results from the survey revealed that students did not regard fully-online provision of transnational programs as a preferred alternative to the current model -- that is one that is based on face-to- face communication and uses the Internet for support. Their opposition was pronounced and ranged from total rejection of fully-online provision in one of the programs (100% of students against the idea), to marginal support of fully-online provision from students in the other two programs (9% and 13% respectively). Students repeatedly stated the importance of face-to-face communication as the most important reason for preferring the current program model. The subsequent group interviews with students sought to explore further the reasons behind the students' views. Students again responded in favor of the current model of the programs reiterating the importance of face-to-face interaction. They regarded face-to-face communication as more conducive to the learning process, affording better opportunity to sharing knowledge and asking for help, "easier" and more interactive, and more compatible with the needs of Hong Kong students. However, the respondents acknowledged the usefulness of the Internet as a means for providing course material, facilitating submission of assignments, and enabling communication with lecturers outside classes. The findings of the study endorse the current trends of Australian transnational education in South East Asia and support the prediction that Web-supported face-to-face delivery is likely to continue as a principal model of transnational tertiary education programs. [ABSTRACT FROM PUBLISHER]