Factors influencing individuals' intention to adopt mobile banking in China and Pakistan: The moderating role of cultural values

Rapid development of smartphone technologies in Asian countries has increased the demand of mobile banking in financial services and mobile commerce. Current research is conducted for mobile banking adoption in China and Pakistan. The social influence was added with technology acceptance model to investigate the direct effect on individuals' intention. Moderating role of cultural values was explored in the proposed model. Empirical study was performed for the data received from both countries to examine the developed model. Multiple and hierarchical regression analyses (IBM SPSS software) were carried out to test the proposed hypotheses. We have observed that perceived usefulness, social influence, and perceived ease of use are significant predictors of individuals' intentions to adopt m‐banking in Pakistan, whereas the perceived usefulness is an important predictor in China. The moderating role of cultural values was observed as dampening factor in positive relationship between social influence and individuals' intentions.     

Reinventing government through on‐line citizen involvement in the developing world: a case study of taipei city mayor's e‐mail box in Taiwan

Since the 1980s, a global administrative reform movement is reshaping the relationship between citizens and state. A major concern is how government can be more responsive to the governed through citizen participation. However, the more citizens participate, the more costly it is to govern. And the application of new information and communication technology (ICT) seems to be a cure for this limitation. In this research, authors take the Taipei City Mayor's e‐mail‐box (TCME) in Taiwan as a case to illustrate the complex relationships among citizen involvement, e‐government and public management. After a series of empirical investigations, the authors show that although ICT can reduce the cost of citizen involvement in governing affairs, it cannot increase citizens' satisfaction with government activities without reforming the bureaucratic organisation, regulatory structure, and managerial capacities of the public sector. The results could be helpful to public managers in planning and evaluating online governmental services in the developing countries. Copyright © 2006 John Wiley & Sons, Ltd.     

Technological Distribution in Uganda: Information and Communications Technology and the State in an Eastern African Nation

Information and communications technologies (ICTs) include old technologies—such as the radio and the television—as well as newer technologies—such as the Internet and wireless telephony. This study considers the process that the government of Uganda has used to adopt and implement ICT policy. This study also considers the techniques which the government of Uganda has used to distribute ICTS in public locations such as government offices, schools, and hospitals. In particular, this study attempts to consider the political motivations for distribution. The Ugandan government's attempt to distribute this technology reflects strengths in the area of distribution of artefacts, particularly to rural areas. Information and communications technologies are an important part of the Ugandan economy. In addition, ICTs strengthen the ability of citizens to communicate with each other across regional and language borders through shared access points. Methodologically, this paper uses the case study method. Semi‐structured interviews were conducted with politicians, policy makers, civil society activists, citizens, academics, medical personnel, regional government officials, and business people. This paper argues that politicians use ICTs as a component of a basket of goods and services that they can distribute to witnessing publics. This paper argues that ICT should be viewed as a type of infrastructure, and that as a public good, it can be used as a “club” good or “pork.” Although several authors discuss the potential of ICTs as democratizing, this paper documents that the Ugandan government has employed ICTs in oppressive ways, including for the surveillance of opposition leaders, and for social control.     

Identity orientation and stakeholder engagement—the corporatisation of elite schools

Identity orientation provides a means to understand the social motivations of organisational relationships and organisational policy and practices. This study uses identity orientation to understand the highly marketised context of independent ‘elite’ schools in Australia and how they relate to stakeholders to straddle their roles as social institutions that are increasingly required to operate in a corporate manner. Interviews with managers in quite new school roles such as marketing communication and business management were conducted in non‐government schools to understand the schools' external orientations, coveted internal member traits, and frames of reference. The study shows that, in contrast to existing literature on the rhetoric of schools as focusing on ‘the child’, there was a strong emphasis on individualistic orientations in schools that saw stakeholders in instrumental terms of resources and connections, saw teachers as providing an innovative and leading edge, and used other prestigious schools as their frame of reference. To a lesser extent, schools would also be interested in the relationships with families, teachers, and the community for their own means. There were very few instances where the identity orientation was contributing to society, instead, focusing on university and network outcomes for pupils. Using identity orientation provides a theoretical lens to connect organisational governance to stakeholder engagement by providing insights into an organisation's identity including practices and behaviours, in relation to others. Copyright © 2014 John Wiley & Sons, Ltd.     

Assumptions within Policy: A Case Study of Information Communications and Technology Policy

The deeply embedded nature of dominant assumptions creates an accepted language and way of thinking about ICT, leaving little space for alternative perspectives and ideologies. Policy directions link information technology, the information economy, innovation, competition and global markets. Innovation and information and communications technology constructs a particular application of innovation and directs funding accordingly. Given that policy is about how we categorise, about naming and naming shapes action, the question is what lenses do policy makers use to make choices in their synthesis of social, political and economic life? Using the Australian Information Communications and Technology (ICT) policy as a case study, this article will argue that policy reflects the economic, social and political ideologies of the decision makers. Despite opportunities for input into policy multiple perspectives are limited. Specifically the article looks at claims around consultation, the assumption that the information economy will benefit all Australians, the development of framework conditions for the information economy and the role of government.     

Introducing administrative reform through the application of computer-based information systems: A case study in India

Administrative reform in a number of developing countries has recently been directed at achieving decentralization through the diffusion of information technology to local areas. However, despite these efforts, the main objective of improving the effectiveness of development planning and monitoring systems remains unfulfilled because of poor integration between the process of technology adoption and the context within which the technology is implemented. There is a paucity of literature that aims to make explicit the nature of this integration. This paper aims to offer a contribution in this direction by describing the case of the computerized rural information systems project (CRISP) in India. The results show that during the first few years of implementation information technology served to reinforce existing inefficiencies within the bureaucracy. Information technology was later used as a vehicle for promoting change within the administration as local administrators acquired the flexibility to direct the technology towards their own requirements.     

From patronage politics to community deliberation: the recent experience of democratic school management in Brazil

The article discusses the limits and possibilities of school empowerment within education systems plagued by pervasive patronage politics. The analysis focuses on reform initiatives implemented by Brazilian sub‐national governments throughout the 1980s and 1990s to allow for the election of school principals by parents, teachers and students. Until the implementation of this reform, state and local authorities had relied on the school system as a source of patronage resources, and principals were nominated according to political criteria. The new system of democratic school management was expected to undermine this patronage‐based system and foster community participation in school decisions. The article relies on secondary evidence to assess the impact of school elections in what concerns the participation of parents, students and teachers in school affairs and the relationship between schools, party politicians and education administrators. It concludes that high levels of social inequality and the lack of a universalistic and effective system of welfare provision constitute serious obstacles to the empowerment of disadvantaged groups in developing societies such as Brazil. On the other hand, the article argues that school empowerment has the potential to undermine resilient patronage structures, by introducing universalistic mechanisms of decision‐making and making school administrators more accountable to their constituencies. Copyright © 2007 John Wiley & Sons, Ltd.     

A Three‐Stage Adoption Process for Social Media Use in Government

Social media applications are slowly diffusing across all levels of government. The organizational dynamics underlying adoption and use decisions follow a process similar to that for previous waves of new information and communication technologies. The authors suggest that the organizational diffusion of these types of new information and communication technologies, initially aimed at individual use and available through markets, including social media applications, follows a three‐stage process. First, agencies experiment informally with social media outside of accepted technology use policies. Next, order evolves from the first chaotic stage as government organizations recognize the need to draft norms and regulations. Finally, organizational institutions evolve that clearly outline appropriate behavior, types of interactions, and new modes of communication that subsequently are formalized in social media strategies and policies. For each of the stages, the authors provide examples and a set of propositions to guide future research.     

Pariahs in their midst: Belgian and Norwegian parties react to extremist threats

In a country where neocorporatist patterns are not well developed in the labour sector, the major French teachers' union, the Fédération de l'Education Nationale (FEN), enjoys unusual advantages of mass membership, extensive delegated administrative powers and established access to a sympathetic government. And yet French education under socialist leadership has been marked by intense conflict. The experience of the FEN illustrates some of the conditions of neocorporatism. Hampered by its internal divisions over interests and ideology, by external competition from private schools and rival groups at the secondary and university levels, and by its own fears of co‐optation, the FEN has been more effective at retarding than at shaping educational reform.     

Citizenship education in divided societies: teachers' perspectives in Northern Ireland

This article aimed to investigate in what ways teachers' developing understandings of citizenship education in a divided society reflect discourses around national citizenship and controversial issues. Based on thematic analysis of semi-structured interviews with 13 post-primary teachers in Northern Ireland undertaking an in-service programme in citizenship, findings indicate that the controversial nature of past conflict maintains its sensitivity in the educational context though other categories of potential exclusion, such as race and sexuality, compete for space in educational discourse and teaching. Few teachers used controversial issues identified as challenging hegemonic beliefs as an opportunity for role modelling citizenship. However, teachers rarely explored the complex interlinkages between traditional and alternative categories of exclusion. It is argued that this may render teachers' understandings of citizenship and societal conflict disconnected, which in turn may hinder the potential for citizenship education to address societal divisions and to promote active peace in the long term.     

Supplying Disadvantaged Schools with Effective Teachers: Experimental Evidence on Secondary Math Teachers from Teach For America

Teach For America (TFA) is an important but controversial source of teachers for hard‐to‐staff subjects in high‐poverty U.S. schools. We present findings from the first large‐scale experimental study of secondary math teachers from TFA. We find that TFA teachers are more effective than other math teachers in the same schools, increasing student math achievement by 0.07 standard deviations over one school year. Addressing concerns about the fact that TFA requires only a two‐year commitment, we find that TFA teachers in their first two years of teaching are more effective than more experienced non‐TFA teachers in the same schools.     

How do Principals Assign Students to Teachers? Finding Evidence in Administrative Data and the Implications for Value Added

The federal government's Race to the Top competition has promoted the adoption of test‐based value‐added measures (VAMs) of performance as a component of teacher evaluations throughout many states, but the validity of these measures has been controversial among researchers and widely contested by teachers’ unions. A key concern is the extent to which nonrandom sorting of students to teachers may bias the results and lead to a misclassification of teachers as high or low performing. In light of potential for bias, it is important to assess the extent to which evidence of sorting can be found in the large administrative data sets used for VAM estimation. Using a large longitudinal data set from an anonymous state, we find evidence that a nontrivial amount of sorting exists—particularly sorting based on prior test scores—and that the extent of sorting varies considerably across schools, a fact obscured by the types of aggregate sorting indices developed in prior research. We also find that VAM estimation is sensitive to the presence of nonrandom sorting. There is less agreement across estimation approaches regarding a particular teacher's rank in the distribution of estimated effectiveness when schools engage in sorting.     

What has gone wrong with inclusive education in Thailand?

This article critically reviews the inclusive education policy in Thailand. Since 1939, the Thai government has promoted the right of persons with disabilities to education. However, very little is known about the reasons why the inclusive education policy in Thailand has failed to motivate school‐aged children to participate in mainstream schools. This article argues that (i) the government has no coherent policy implementation; (ii) school teachers are not well trained to deal with students with disabilities; and (iii) universal design is not well placed. These three major factors have hindered the Thai government in its efforts to empower persons with disabilities through education. Copyright © 2015 John Wiley & Sons, Ltd.     

Social and Political Consequences of Administrative Corruption: A Study of Public Perceptions in Spain

Spain experienced an outbreak of public sector corruption—much of it related to the involvement of regional and local administrators and politicians in the country's urban development boom—that angered the public and sparked calls for government reform. Using data from a 2009 survey that followed these events, the authors examine the association between perceived corruption and the attitudes and behaviors of citizens, including satisfaction with government and democracy, social and institutional trust, and rule‐breaking behaviors. The findings suggest that perceptions of administrative as well as political corruption are associated with less satisfaction, lower levels of social and institutional trust, and a greater willingness to break rules. Although these survey results cannot prove causation, they are consistent with the notion that administrative and political corruption damages the legitimacy of government in the eyes of citizens and weakens the social fabric of democratic society.     

NGOs and the “Information Society”: Grassroots Advocacy at the UN—A Cautionary Tale

This article looks at the United Nations‐brokered World Summit on the Information Society (WSIS) in light of nongovernmental organization participation as a full partner in consultations and decisions. Combining participation‐observation fieldwork, interviews, and eye‐witness accounts with a selective content analysis of key WSIS documentation, official and dissenting, the article presents the occupational hazards of this sort of encounter between civil society participants, government, and business sectors as global information and communication technologies (ICTs) and media agenda‐setting partners. It focuses on the hazards of key word strategies in what are now irrevocably computer‐embedded domains for action and access. Hyperlinked textual production and related key word search functionalities are now, I argue, integral to global agenda‐setting in the intertwined areas of ICT, media, and sociocultural policy. This formal encounter between multilateral institutions and social justice and ICT advocacy, online and on the ground, raises new questions for policy research in these domains, questions that require fresh approaches.     

Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency

Despite claims that school districts need flexibility in teacher assignment to allocate teachers more equitably across schools and improve district performance, the power to involuntarily transfer teachers across schools remains hotly contested. Little research has examined involuntary teacher transfer policies or their effects on schools, teachers, or students. This article uses administrative data from Miami‐Dade County Public Schools to investigate the implementation and effects of the district's involuntary transfer policy, including which schools transferred and received teachers, which teachers were transferred, what kinds of teachers replaced them in their former schools, and how their performance—as measured by their work absences and value‐added in math and reading—compared before and after the transfer. We find that, under the policy, principals in the lowest performing schools identified relatively low‐performing teachers for transfer who, based on observable characteristics, would have been unlikely to leave on their own. Consistent with an equity improvement, we find that involuntarily transferred teachers were systematically moved to higher performing schools and generally were outperformed by the teachers who replaced them. Efficiency impacts are mixed; although transferred teachers had nearly two fewer absences per year in their new positions, transferred teachers continued to have low value‐added in their new schools.     

The Evolution and Continuing Challenges of E‐Governance

E‐governance comprises the use of information and communication technologies (ICTs) to support public services, government administration, democratic processes, and relationships among citizens, civil society, the private sector, and the state. Developed over more than two decades of technology innovation and policy response, the evolution of e‐governance is examined in terms of five interrelated objectives: a policy framework, enhanced public services, high‐quality and cost‐effective government operations, citizen engagement in democratic processes, and administrative and institutional reform. This summary assessment of e‐governance in U.S. states and local governments shows that the greatest investment and progress have been made in enhanced public services and improved government operations. Policy development has moved forward on several fronts, but new policy issues continually add to an increasingly complex set of concerns. The least progress appears to have occurred in enhancing democracy and exploring the implications of e‐governance for administrative and institutional reform. ICT‐enabled governance will continue to evolve for the foreseeable future providing a dynamic environment for ongoing learning and action.     

Understanding the academic learning of university students using smartphone: Evidence from Pakistan

As the number of smartphone users have increased worldwide, research on the usage of the smartphone has received scholarly attention. However, different results were found in previous studies in different contexts. The main research question is whether adopting smartphones by students improve learning or generates interference. The purpose of this study is to examine the usage of smartphone among university students in Pakistan. Using a survey approach, data were collected from different universities/colleges of Karachi, Sindh, Pakistan. total, 585 entries was analyzed using SPSS 21.0 and AMOS 21.0 software. Results of analysis, validated most of the hypothesis showing the intention of Pakistani students towards smartphone usage for academic purpose. In addition, findings confirm that students' self‐efficacy related to a smartphone works as a moderating role of intention to use a smartphone for learning and actual usage of the smartphone. The current study has several implications in terms of smartphone usage and student academic performance. Limitations and implications of the study are also discussed in the last section.     

Do financial incentives help low‐performing schools attract and keep academically talented teachers? Evidence from California

This study capitalizes on a natural experiment that occurred in California between 2000 and 2002. In those years, the state offered a competitively allocated $20,000 incentive called the Governor's Teaching Fellowship (GTF) aimed at attracting academically talented, novice teachers to low‐performing schools and retaining them in those schools for at least four years. Taking advantage of data on the career histories of 27,106 individuals who pursued California teaching licenses between 1998 and 2003, we use an instrumental variable strategy to estimate the unbiased impact of the GTF on the decisions of recipients to begin working in low‐performing schools within 2 years after licensure program enrollment. We estimate that GTF recipients would have been less likely to teach in low‐performing schools than observably similar counterparts had the GTF not existed, but that acquiring a GTF increased their probability of doing so by 28 percentage points. Examining retention patterns, we find that 75 percent of both GTF recipients and nonrecipients who began working in low‐performing schools remained in such schools for at least four years. © 2010 by the Association for Public Policy Analysis and Management.