Search

An increasingly complex and demanding research landscape has seen university libraries rapidly evolve their services. While research data management, bibliometrics, and research impact services have predominantly featured in the literature to date, the full scope of support libraries are currently providing to their institutions is unknown. This paper aims to present an up-to-date view of the scope and extent of research support services by university libraries across Australia and Aotearoa New Zealand. A coding process analyzed content data from university library websites. Eleven research support areas were identified. Service delivery is split between synchronous and asynchronous modes. This paper describes a lived experience of an evidence-based library and information practice approach to improving research support services at two Australian university libraries, and while it highlights continued maturation of research support services, more research is needed to better understand influences on service development.

The 'googlization' of education is emblematic of the growing power of private tech companies in schools across the globe, challenging education as a public good. While critical scholarship has started unpacking the ideological, pedagogical and economical logics underpinning Google's digital infrastructure in schools, we have little insight into how googlization unfolds in education systems across the world. This article addresses this by examining the googlization of education across three countries -- The US, Australia, and The Netherlands -- focusing on the work by new and established intermediary actors which mediate platform power between private tech companies and public education systems. Our findings highlight five different types of intermediary work that broker dependence on Google in schools. The paper concludes by outlining how education researchers and institutions might reclaim public education by intervening in the googlization of education.

In the evolving landscape of global education, the significance of inclusivity and equity has never been more important. Emphasizing the United Nation Sustainable Development Goal 4, this paper explores the innovative application of blockchain-powered Zero-Knowledge Proofs (ZKPs) technology in education, with a particular focus on disability inclusion. This study introduces a novel disability management system powered by Zero-Knowledge Succinct Non-Interactive Argument of Knowledge (zk-SNARK). This advanced system enables educational institutions to verify the status of students with disabilities without compromising their personal information, thereby preserving their privacy and reinforcing their identity. This paper evaluates the potential operational efficiency of this prototype system against the existing costs incurred by higher education institutions in disability schemes. It also examines the system's potential to enhance self-disclosure among students with disability, which is pivotal for their academic success. By advocating for privacy and inclusivity, this study highlights the transformative potential of ZKP in creating an educational environment where students with disabilities can comfortably disclose their needs. This approach not only protects their confidentiality but also empowers them academically, aligning with the global commitment to accessible and inclusive education.

The paper aims to discuss ChatGPT and its role in academic libraries. It identifies the key areas where ChatGPT can be implemented in libraries to improve various services and the overall work experience of academics, along with the risk factors associated with ChatGPT. Research finds that ChatGPT can be aided with many library services such as collection development management, virtual reference services, digital information service and library discovery, research writing and publishing, research performance analysis and bibliometric services. It can be helpful for libraries to meet patron requirements, streamline the research process, and increase the efficiency of the library and staff. It reduces the workload of library staff to a certain extent rather than replacing the human librarians as various threats are associated with the ChatGPT, such as incorrect query responses, data protection, misuse, privacy, security, inaccessibility, limited technology comprehension and other ethical issues. It also discusses the limitations and challenges libraries may face while implementing the technology to impart various services. The importance of this study lies in the fact that it acknowledges the reality of ChatGPT and its limitations and how the library will be ready to cope with and deal with the technology in the future.

This article argues that current Supply Chain Management (SCM) education and training is inadequate to meet the human capital needs of industry. To bridge this gap, we propose the development and deployment of SCM educational programs that provide learning opportunities earlier in students' educational journeys. We argue that such programs should be based on self-directed learning of SCM knowledge, business concepts/skills, and their real-life application with help from industry partners. We present a case study of a four-way partnership SCM educational program for high schoolers, which utilizes a project-based learning method. Survey data and focus group discussion revealed positive developmental learning outcomes, the program's uniqueness, and challenges such as lack of awareness, expertise, and industry partners. We evaluate the efficacy of this four-way partnership among industry, government agencies, universities, and high schools and discuss the importance of "champions" for each partner. Our findings offer a scalable educational model that leverages multi-stakeholder engagement to address the SCM talent and educational conceptual gap.

Smart supply chain management (SSCM) has recently attracted significant attention from both industry and academia, particularly in light of the COVID pandemic. This article reviews current literature on information and integration, process automation, advanced analytics, and related business curriculum in SSCM. Our survey results demonstrate a concerning lack of adoption of SSCM in business curriculum and reveal several major challenges faced by educators when teaching SSCM, including a scarcity of available teaching resources, a need for cross-disciplinary knowledge, and a lack of industry experience among students. These findings lead to our exploration of SSCM application in various supply chain and operations functions (e.g., product design, sourcing and procurement, production, quality management, warehouse management and distribution, delivery, and supply chain risk management) during the COVID-19 pandemic. Drawing on our analysis, we conclude by offering several recommendations for promoting SSCM in business education.

The use of gamification to enhance learning in education has been well documented. However, little is known about whether gamification can impact supply chain management knowledge and behaviors among healthcare professionals. In this study, we tested the effectiveness of a simulation app (ShipShape) designed and developed to gamify the fundamental concepts of supply chain management. We field tested the effectiveness of the app to impact knowledge gain and supply chain practice by asking healthcare professionals to use the app in their day-to-day operations. We collected longitudinal data spanning the period before and after the introduction of the app. The analysis and results of different types of data collected provide support for the positive impact of the app on both supply chain knowledge and practice among healthcare professionals.

Community-based participant-observation purposefully combines participant-observation and community-based participatory research. While participant-observation is the core method of ethnography and foundational to cultural anthropology, community-based participatory research initially emerged from health and related applied sciences to align researchers' and communities' agendas through focused collaboration. Participant-observation and community-based participatory research have different scholarly origins and norms but are united in centering communities' understandings on their terms. Combining the strengths of both, we provide a step-by-step explanation of community-based participant-observation, with examples from a study of water insecurity in colonias north of the U.S.-Mexico border. Using community-based participant-observation, researchers can facilitate the co-production of knowledge and community benefit by analyzing high-quality data that inform theory building and basic research. [The authors acknowledge the co-authorship of the Action for Water Equity Consortium.]

Purpose: Knowing the students' readiness for the fourth industrial revolution (4IR) is essential to producing competent, knowledgeable and skilled graduates who can contribute to the skilled workforce in the country. This will assist the Higher Education Institutions (HEIs) to ensure that their graduates own skill sets needed to work in the 4IR era. However, studies on students' readiness and preparedness for the 4IR in developing countries such as the Sultanate of Oman are still lacking. Therefore, this study investigates students' readiness level and preparedness for the 4IR. The findings of this study will benefit the HEIs policymakers, administration, faculties, departments, industries and society at large since they will be informed of the student's readiness and preparedness toward industry 4.0. Design/methodology/approach: The authors adopted the measures from the same context as previous studies in this study. The questionnaire was divided into three sections; the first part described the purpose and introduction of the search with the surety to keep the data confidential. The second part consisted of demographical information like gender, education. The last parts consisted of four subsections, question items in these parts are based on the related previous study. Characteristics consisted of 14 items, knowledge consisted of 18 items related to 4IR technologies, Organizational Dimension comprised of four items related to academic programs, curriculum and training. Preparedness contained two items. The participants have rated all the items in 5-Likert scale. Findings: Results from structural equation modeling showed that students' characteristics, knowledge of 4IR technologies and organizational dimensions significantly impact their preparedness for the 4IR. The study also found that organizational dimensions have the highest impact on students' preparedness. Furthermore, the organizational dimension significantly influences students' knowledge of 4IR technology. Moreover, students' characteristics related to 4IR are significantly affected by their knowledge of 4IR technology and organizational dimension. The findings suggest that HEIs are responsible for increasing the adoption of 4IR, and therefore organizational dimensions such as the academic programs, training, technological infrastructure and others are all critical for preparing students for a better future and should be given a priority. Research limitations/implications: This study has used academic programs and training to measure the organizational dimension. However, other important factors should be considered, such as technological infrastructure and leadership and governance of HEIs. Second, the current research depends on quantitative data, so future research should implement a mixed methodology (questionnaires, depth interviews, document analysis and focus group) to understand the factors affecting students' readiness for 4IR clearly. Finally, although the 4IR has numerous benefits, it also has challenges in its implementation, so future studies should focus on challenges encountered by different stakeholders in implementing 4IR-related technologies. Practical implications: The curriculum must include mandatory courses related to IT infrastructure design, user experience programming, electronic measurement and control principles, and programming for data science. HEIs should also foster interdisciplinary knowledge by integrating IT, Engineering, Business and Sciences. Furthermore, the HEIs should develop their infrastructure to have smart campuses, labs, classrooms and libraries to make HEIs a space where knowledge can be generated and innovative solutions can be proposed. This entails HEIs offering necessary hardware, software and technical support because if the HEIs improve their technological resources, students will be capable of using 4IR-related technologies effectively. Originality/value: The advancement of technology has resulted in the emergence of the Fourth Industrial Revolution (4IR), such as artificial intelligence, blockchain, robotics, cloud computing, data science, virtual reality and 3D printing. It is essential to investigate students' readiness for 4IR. However, there is no study as per researchers' knowledge talked about students readiness in HEIs in the Arab world. This study could be a basis for more research on students' perception of the 4IR covering students from various backgrounds and levels.

Purpose: This study aims to present a conceptual framework aimed at promoting educational innovation in supply chain management and logistics (SCM&L). The framework can help to design active learning experiences regarding student learning outcomes that tackle current challenges in the discipline. Emphasizing the significance of linking students' learning to real-world scenarios, the framework enables reflective learning through hands-on engagement in a constructive alignment, overcoming existing pedagogical limitations in the field. Design/methodology/approach: This study presents a qualitative research methodology that relies on the case study method. Three instances are presented to illustrate educational efforts of active learning in countries of Latin America, Bolivia, Mexico and Peru, linking real-world relevant situations to disciplinary teaching and learning. Findings: The innovative learning experiences introduced in this study transform real-world SCM&L operations into distinctive educational opportunities. These experiences facilitate learning not only within traditional classrooms but also in urban areas of the Latin American region, enabling students to interact with educational partners in authentic settings to achieve their intended learning outcomes. These experiences are characterized by their focus on establishing meaningful connections between learning and local communities, businesses or specific contexts. Research limitations/implications: The study recognizes various limitations of conceptual, methodological, execution-related and research process aspects. First, not all academics in the SCM&L discipline may universally acknowledge the importance of educational innovation and active learning experiences because of limited pedagogical awareness. Moreover, execution-related limitations arise from the demanding nature of incorporating active pedagogical approaches into courses, as they can be resource-intensive and time-consuming. Regarding research process limitations, the case study limits generalizability and broader inferences because of its particular views and locations, which require further investigation with other instances across other disciplines and geographical regions for validation. Practical implications: The practical implementation of this framework within the MIT SCALE network for Latin America and the Caribbean (LAC) demonstrates its potential in meeting diverse academic and institutional expectations and providing educational benefits to students. Social implications: The study makes a valuable contribution to prioritizing and coordinating pedagogical research by investigating the success of learning outcomes achieved through active and experiential implementations in various contexts. It provides inspiring examples of innovative learning experiences that can drive new developments not only within the LAC region but also in other areas, prompting a shift away from traditional educational approaches. Originality/value: This research presents a conceptual framework, which is developed from the insights obtained in the three learning experiences to guide future efforts in SCM&L education. The findings demonstrate how to structure active learning experiences based on authentic assessment and illustrate the potential for increased cooperation among institutions in Latin America. It also promotes the recognition of novel SCM&L active learning experiences and highlights some of the benefits of this approach.

In today's digital world, higher education institutions collect and use more data than ever. However, institutional silos create barriers for stakeholders who need data for daily operations and strategy. This article presents a vision of a unified, collaborative future for data governance and actionable steps stakeholders can take.

Household expenditure data is at the core of efforts to measure living standards, inequality and financial protection against illness. Currently it is mainly derived from recall-based surveys that are time consuming and prone to measurement errors. Diaries are often used as an alternative approach, however this results in fatigue and low compliance. Smartphone- based diaries could overcome many of these challenges, but it is yet unknown how this approach could be used and its relationship with data from the household surveys. This study evaluated a smartphone-based diary application for collecting daily household expenditures and compared data with that of household surveys. Results show that smartphone-based diary applications could be used to optimize or complement the information from conventional survey-based indicators.

This teaching tip describes using Microsoft Power BI Desktop in a class to analyze unstructured data from an exit survey of prior students from a Master of Science in Management Information Systems program. Results from a short survey administered to these students showed that the students, using the no-code Power BI, were able to accomplish their text analytics tasks in a shorter period, and with less overall effort, as compared to using traditional code-rich text analytics methods. The process is described in detail as to how the students, new to unstructured data analysis, can uncover these results. This process can be replicated by other instructors teaching text analytics.

Immigration disparities are associated with strict school climates and juvenile justice. Place also matters concerning school strictness and disproportionate minority contact for minority youth. What remains unknown is the relationship between school strictness, immigration, and punishment along the Texas-Mexico border. Drawing from the Texas Education Agency's (TEA) Public Education Information Management System (PEIMS), we address two questions regarding the relationship between school strictness and juvenile justice referrals in border and non-border schools. First, do the relationships between school strictness and juvenile referrals differ between border and non-border schools? Second, does school strictness moderate the children of immigrants' juvenile justice referrals at border and non-border schools? Findings indicate border and non-border distinctions regarding both strict and lenient school disciplinary practices and the relationships with juvenile justice referrals. This study contributes to juvenile justice research by investigating potential links between school strictness, immigration, juvenile justice referrals, and place.

The primary goal of this study was to identify gaps in curriculum coverage and required skills for research support services (RSS) in university libraries in the Punjab province of Pakistan. A convergent parallel mixed methods design was used to meet its objective. To collect data for the quantitative strand, across-sectional survey with a closed-ended questionnaire was conducted. The population for the cross sectional survey was reference/research librarians working in university libraries in the Punjab province. SPSS was used to analyze quantitative data. In the qualitative strand, the curriculum documents of seven LIS/IM schools in the Punjab province were examined by using the content analysis technique. Results of both strands were compared for gap analysis. The findings revealed a gap between the skills required for RSS and the offerings of LIS/IM schools. The findings have practical implications for LIS/IM schools that will help to realign their curricula to meet market needs.

Center for teaching and learning (CTL) websites help communicate information, services, and opportunities to institutional stakeholders while also serving as an institutional brand to external audiences. Thus, CTL websites must strike a balance of being publicly accessible and user-friendly while also providing various support, resources, and pathways tailored to faculty needs and development. Still, faculty attendance at and participation in CTL-supported faculty development programs and initiatives are persistent and pervasive challenges in higher education. Faculty have many competing priorities and may lack the necessary incentives or time needed to engage with such development opportunities, especially in in-person settings. CTLs are increasingly turning to online faculty development to provide faculty with access to professional development offerings anytime, anywhere. However, few, if any, studies focus on the CTL website as a form of online faculty development in and of itself. The purpose of this single-instrument case study was to shed light on CTL websites as a medium for online faculty development. Data were collected using Google Analytics and through heuristic evaluation and moderated remote usability tests with purposive samples of faculty from varying disciplines and higher education institutions. The case explored provided insights into website design, user experiences, and the information architecture of one CTL website. Findings and lessons learned are discussed, and a framework for online faculty development via CTL websites is theorized. Newly formed or existing CTLs may find value in the results.

Information systems courses must adapt to meet the unprecedented demand for well-trained information security (InfoSec) professionals, but they cannot competently fill this gap without also ensuring that students are fluent and confident in foundational skills, both technical and behavioral. How to teach behavioral topics in InfoSec management is not as well covered as topics such as how to configure and apply technology-based security tools. This teaching tip describes how we leveraged the flexibility of the Scrum framework to adapt an InfoSec Management course to meet industry demands. We utilized the framework to provide a mechanism for students to tailor material to their interests while still reinforcing core InfoSec Management content. Following the application of this framework, students reported greater confidence in their ability to pursue InfoSec careers, greater understanding of InfoSec, and additionally found the course interesting and enjoyable. This teaching tip will interest anyone teaching InfoSec Management from a top-down approach as well as those looking to adapt introductory courses in InfoSec or other concept-heavy courses to appeal to a broad base of students.

In this article, we discuss the methodological implications of data and theory integration for Theory-Based Evaluation (TBE). TBE is a family of approaches to program evaluation that use program theories as instruments to answer questions about whether, how, and why a program works. Some of the groundwork about TBE has expressed the idea that a proper program theory should specify the intervening mechanisms underlying the program outcome. In the present article, we discuss in what way data and theory integration can help evaluators in constructing and refining mechanistic program theories. The paper argues that a mechanism is both a network of entities and activities and a network of counterfactual relations. Furthermore, we argue that although data integration typically provides information about different parts of a program, it is the integration of theory that provides the most important mechanistic insights.

Partial least square structural equation modelling (PLS-SEM) has been used as a popular research method in various disciplines, including knowledge management (KM). This paper reviews how PLS-SEM has been used in KM studies, which focus on knowledge sharing in the context of virtual community (VC). The review includes 30 articles published from 2007 to 2019. The review discusses the reasons behind the use of the PLS-SEM, data and model characteristics, evaluation of measurement, and structural model in these studies. This paper also provides guidance on how PLS-SEM can be better used and applied in future research.

As the skills and competencies needed by Information Systems (IS) undergraduates continues to grow, various IS professional societies have developed recommendations which are updated on a periodic basis. These recommendations known as 'model curricula' are a guide for faculty and institutions to consider when developing or evaluating the effectiveness of their program. This research is based on the IS2010 Model Curriculum to determine their adoption rates by schools that currently offer a major or concentration in IS. Based on the evaluation of over 300 schools and using the IS2010 model as a benchmark, the key findings include that of the six recommended upper-level core courses, four had above a 50% adoption rate, while the remaining two were adopted by less than 30% of the schools surveyed. It is interesting to note that the IS2020 Model (in draft at the time of this research) reflects the rapid change to the needs of employers and includes concepts from the software development, security, and analytics courses as core competencies. These were missing from the IS2010 Model core competencies. Our findings suggest that, in a technology field like Information Systems, a 10 year refresh rate to model curriculum is too long a period to wait as employer demands change more frequently.

The information system for public relations via mobile application (PPSTC system) is considered a tool to promote public relations and information perception in digital age based on the application of new ideas that can respond to and accommodate the current world situations. This research aimed to analyse and develop the PPSTC system; and assessment of the use of the PPSTC system. The participants consisted of experts from various institutions in higher education, including and teachers, staff, students of Pakpasak Technical College, and outsiders aged 17 to 25 years. The data collection tools are as follows: the PPSTC system; the effective evaluation form; the assessment form for users' proactive perception of information; and the assessment form for users' satisfaction. The results of the study indicated that (1) the overall performance evaluation was highly; and (2) the overall users' perception of information and users' satisfaction were high.

This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the "Times Higher Education University Impact Ranking." The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and "system of interest" in widening access.

Digital literacy is an important thing for modern pre-service teachers, they are key element to deal with technology for education and motivate classroom with effective infortion technology. This study aims to explore digital literacy of pre-service teachers during time of COVID-19 pandemic. The respondents were 54 pre-service teachers, rated the digital literacy based on the framework of teacher digital literacy, which consisted of 5 components: (1) social responsibility, (2) team-based learning, (3) information management, (4) processing and information presentation, and (5) digital integrity. Result revealed that the level of digital literacy of pre-service teachers is at high level in all components. It indicated that they are ready to deal with technology for education, but digital literacy is still engaged into them and in-service science teachers.

This research developed a model of steam learning with digital fabrication laboratory on cloud computing model to enhance creative product. The objectives of the study were: 1) To create the model, and 2) To evaluate a model. This research method was two parts. The first part about the design's model had four subs: 1) to study and synthesize the relevant documents in this research such as steam, digital fabrication laboratory, cloud and creative product. 2) to develop a process in the model, 3) to present the process model with experts to get it approved to be able to hold in-depth interviews, and 4) to create the tools for assessing the model. The second part is referred to as model evaluation. The sample group has five experts who consist of Information Technology and Instructional Design. Then, this research uses means and standard deviations to analyze data. The process's model has nine procedures in three components. The experts assed of the model overall found were a good level that the model could help learners in building creativity skills.

It has been suggested that individuals' technology acceptance are affected by personality traits. This paper aims to emphasise the importance of personality traits beyond BIG 5 on the acceptance and individual usage of Cloud Computing Systems (CCSs) with Perceived Ease of Use (PEU) and Perceived Usefulness (PU). Based on this, a quantitative cross-sectional survey research was designed, and 722 students studying at Sakarya University, Pedagogical Training Certification Program in the academic year of 2016-2017 were involved to the study. A path analysis which is a structural equation model was performed to examine the direct and indirect effects of the variables that are theoretically interrelated in the study. According to the results, while Extroversion (EXT), Agreeableness (AGR), Conscientiousness (CONS), and OE are not predictors of PEU and PU components, Nervousness (NEUR), is a significant predictor of PEU in the model. In addition to this, behavioural intention (BI) is significantly predicted by both PU and PEU, and PEU is a significant predictor of PU and BI on the individual usage of CCSs.

The purpose of the present study is to delve into the process of personal management of digital information among Spanish university students in their final year and to analyze whether there are similarities or differences regarding students' gender. A non-experimental methodological design has been implemented of an exploratory type and based on a questionnaire as a single data collection instrument. The instrument was validated by means of experts' judgement, cognitive interview, and construct validity. A total of 2,054 students' surveys were collected, sourced from all areas of knowledge, in 75 public and private universities. These surveys made it possible to obtain information about the information search, selection, organization, processing, and creation processes. The results revealed that university students have a positive self-concept about their own competence for personal management of information. However, they fail to take advantage of all the possibilities that the digital world offers them. Women search the Internet for more diverse resources than men. They have better judgment when it comes to selecting and processing the information they need. Male students rely more often than female ones on digital mediums when organizing and creating information and choose to publish the information in less complex and more popular formats than their female counterparts. The conclusions of the present study match those of the majority of reviewed studies, namely regarding the organization of information, contextual and social factors which influence the management of information, such as third-party support, and also in relation to the increasing implementation of digital technologies in information management processes.

The primary objective of the Remote Mentoring of Undergraduate Research Students (ReMentURS) workshop series is to design a remotely available professional development training that will provide rigorous research concept and skills introduction to incoming undergraduate research students. This pilot run eight-week remote learning workshop series includes digital presentations, informational videos, virtual demonstrations, and aligned comprehension checks to foster student mindsets towards becoming independent research scientists. Preliminary assessment of the of ReMentURS program reveals that participants self-report gaining a variety of skills through the series and are likely to use the content in their future course and research laboratories. ReMentURS material can be shared with any undergraduate student who is interested in joining a research group to familiarize them with basic research techniques. Student learning gains will continue to be evaluated throughout the series and this initial assessment will be used towards the betterment of the future workshops.

Networked society before pandemic situation had become the context of a technology-supported environment for learning and teaching. Since COVID-19 pandemic occurred learning happened essentially mediated through connected smart devices that demand digital skills and reinforced Smart learning. This study aims to present a descriptive and comparative analysis focusing on digital competences in three different areas: Use, Learning and Critical thinking, justified in a global situation of intensive use of technology. Each area was analyzed considering the five subareas of digital competence: information management, communication, content creation, safety and problem solving. The study was designed under a non-experimental quantitative methodology in which higher education students from Spain, Colombia, Ecuador, and Mexico participated (N=926). Results show significant differences among countries that could help to improve not only formal education in Higher Education, but the digital skills needed for lifelong learning among citizenship in next future conditioned by recent global situation of pandemic.

As ongoing digitalization accelerates the execution of experiments and the documentation and storage of the corresponding data substantially, appropriate research data management (RDM) is a necessity to enable sustainable research at all. Consequently, a rethinking is currently taking place in academia. This process becomes visible by the utilization of electronic laboratory notebooks (ELNs) for documentation, the publication of research data in repositories, or the publishers' requirement for authors to provide a data availability statement. Despite the growing awareness of RDM in academia, the integration of the topic into curricula of chemistry studies is, if at all, in its infancy. As an initial example of incorporating RDM into curricula, an ELN was implemented in an advanced inorganic lab course for upper-division undergraduate students three years ago, supported by learning materials on RDM in general. A survey among the students helped, first, tracking the implementation of the ELN and the integration of RDM and, second, improving teaching materials and concepts. The three-year follow-up shows a growing awareness of RDM and higher acceptance toward ELNs among the students. The survey results highlight the need for and progress in teaching RDM in an early stage of chemistry studies already. Moreover, the possibility to integrate the topic here as a hands-on experience is a facile method for fast integration into teaching without changing the complete curricula.

The internet constitutes an important platform for parents to find information. How online information searching is linked to parental self-efficacy (PSE)--defined as parents' perceptions about their abilities to have a positive impact on their children--is still unknown. This two-wave study examined cross-lagged associations between PSE and parents' online information searching, as well as the prospective effect of perceived information overload on PSE and online information searching. Moreover, we examined whether these associations differed depending on the online context (governmental-run or nongovernmental-run websites). We used a sample of 214 parents of children (equal number of boys and girls) <4 years (85% of the parents were mothers and 93% were born in Sweden), who completed an online survey twice, 1 year apart. The results showed that parents who felt more efficacious at T1 reported a decrease in online information searching over time. The frequency of parents online searching, however, did not predict changes in PSE. In addition, the effects of information overload depended on the type of websites parents used. Among parents who used both types of websites to search for information, higher information overload was linked with increases in information searching and decreases in PSE over time. The results suggest that perceptions of low self-efficacy and feelings of overload might motivate parents to use the internet more to search for information.

The association between information management and cloud computing has been supported substantially in the existing literature. However, little is known about the role of national culture in this relationship. Accordingly, this study aims to investigate the role of national culture in the relationship between information management and the adoption of cloud computing. A total of 300 Turkish and 349 Malay undergraduate students were recruited for this study. A multi-group structural equation modeling approach is used to investigate cross-cultural differences. The results showed that the relationship between perceived ease of use and usefulness was positively significant for both countries, but this relationship was stronger for Malaysia. Similarly, the relationship between perceived ease of use and behavioral intention was stronger for Malaysia. The results also indicated that perceived usefulness significantly predicts behavioral intention for Turkey, while this relationship was not significant for Malaysia. The results showed that information management impacts perceived usefulness in Turkey, while this relationship was not supported in Malaysia. In conclusion, the findings revealed that national culture plays an essential role in the relationship between information management and the adoption of cloud computing.