Understanding conceptual schemas: exploring the role of application and IS domain knowledge

Although information systems (IS) problem solving involves knowledge of both the IS and application domains, little attention has been paid to the role of application domain knowledge. In this study, which is set in the context of conceptual modeling, we examine the effects of both IS and application domain knowledge on different types of schema understanding tasks: syntactic and semantic comprehension tasks and schema-based problem-solving tasks. Our thesis was that while IS domain knowledge is important in solving all such tasks, the role of application domain knowledge is contingent upon the type of understanding task under investigation. We use the theory of cognitive fit to establish theoretical differences in the role of application domain knowledge among the different types of schema understanding tasks. We hypothesize that application domain knowledge does not influence the solution of syntactic and semantic comprehension tasks for which cognitive fit exists, but does influence the solution of schema-based problem-solving tasks for which cognitive fit does not exist. To assess performance on different types of conceptual schema understanding tasks, we conducted a laboratory experiment in which participants with high- and low-IS domain knowledge responded to two equivalent conceptual schemas that represented high and low levels of application knowledge (familiar and unfamiliar application domains). As expected, we found that IS domain knowledge is important in the solution of all types of conceptual schema understanding tasks in both familiar and unfamiliar applications domains, and that the effect of application domain knowledge is contingent on task type. Our findings for the EER model were similar to those for the ER model. Given the differential effects of application domain knowledge on different types of tasks, this study highlights the importance of considering more than one application domain in designing future studies on conceptual modeling.

Social-servicescape conceptual model

There is considerable evidence that environmental variables can substantially influence consumer behavior in service settings (cf. Turley and Milliman, 2000). However, research to date has focused on the effects of the physical elements (‘atmospherics’), with the social aspects (customers and service providers) of the environment largely ignored. First, we provide a review of the extant literature drawing on four major streams of research from (1) previous marketing (servicescapes); (2) environmental psychology (approach–avoidance theory, behavior setting theory); (3) social psychology (social facilitation theory); and (4) organizational behavior (affective events theory). Second, we present a new conceptual model, the ‘Social-servicescape’. In this paper we argue that the social environment and purchase occasion dictates the desired social density which influences customers’ affective and cognitive responses, including repurchase intentions. Furthermore, we argue that customers play a key role in influencing the emotions of others either positively or negatively, and this largely determines whether they intend to return to the service setting. Implications of this conceptual model for theory and practice are discussed.

The effects of consumer knowledge on responses to event sponsorships

Research into consumer responses to event sponsorships has grown in recent years. However, the effects of consumer knowledge on sponsorship response have received little consideration. Consumers' event knowledge is examined to determine whether experts and novices differ in information processing of sponsorships and whether a sponsor's brand equity influences perceptions of sponsor-event fit. Six sponsors (three high equity/three low equity) were paired with six events. Results of hypothesis testing indicate that experts generate more total thoughts about a sponsor-event combination. Experts and novices do not differ in sponsor-event congruence for high-brand-equity sponsors, but event experts perceive less of a match between sponsor and event for low-brand-equity sponsors. (C) 2004 Wiley Periodicals, Inc.

A conceptual model of personalized virtual learning environments

The Virtual Learning Environment (VLE) is one of the fastest growing areas in educational technology research and development. In order to achieve learning effectiveness, ideal VLEs should be able to identify learning needs and customize solutions, with or without an instructor to supplement instruction. They are called Personalized VLEs (PVLEs). In order to achieve PVLEs success, comprehensive conceptual models corresponding to PVLEs are essential. Such conceptual modeling development is important because it facilitates early detection and correction of system development errors. Therefore, in order to capture the PVLEs knowledge explicitly, this paper focuses on the development of conceptual models for PVLEs, including models of knowledge primitives in terms of learner, curriculum, and situational models, models of VLEs in general pedagogical bases, and particularly, the definition of the ontology of PVLEs on the constructivist pedagogical principle. Based on those comprehensive conceptual models, a prototyped multiagent-based PVLE has been implemented. A field experiment was conducted to investigate the learning achievements by comparing personalized and non-personalized systems. The result indicates that the PVLE we developed under our comprehensive ontology successfully provides significant learning achievements. These comprehensive models also provide a solid knowledge representation framework for PVLEs development practice, guiding the analysis, design, and development of PVLEs. (c) 2005 Elsevier Ltd. All rights reserved.

How do practitioners use conceptual modeling in practice?

Much research has been devoted over the years to investigating and advancing the techniques and tools used by analysts when they model. As opposed to what academics, software providers and their resellers promote as should be happening, the aim of this research was to determine whether practitioners still embraced conceptual modeling seriously. In addition, what are the most popular techniques and tools used for conceptual modeling? What are the major purposes for which conceptual modeling is used? The study found that the top six most frequently used modeling techniques and methods were ER diagramming, data flow diagramming, systems flowcharting, workflow modeling, UML, and structured charts. Modeling technique use was found to decrease significantly from smaller to medium-sized organizations, but then to increase significantly in larger organizations (proxying for large, complex projects). Technique use was also found to significantly follow an inverted U-shaped curve, contrary to some prior explanations. Additionally, an important contribution of this study was the identification of the factors that uniquely influence the decision of analysts to continue to use modeling, viz., communication (using diagrams) to/from stakeholders, internal knowledge (lack of) of techniques, user expectations management, understanding models' integration into the business, and tool/software deficiencies. The highest ranked purposes for which modeling was undertaken were database design and management, business process documentation, business process improvement, and software development. (c) 2005 Elsevier B.V. All rights reserved.

Modelling knowledge production performance of research centres with a focus on triple bottom line benchmarking

We demonstrate a portable process for developing a triple bottom line model to measure the knowledge production performance of individual research centres. For the first time, this study also empirically illustrates how a fully units-invariant model of Data Envelopment Analysis (DEA) can be used to measure the relative efficiency of research centres by capturing the interaction amongst a common set of multiple inputs and outputs. This study is particularly timely given the increasing transparency required by governments and industries that fund research activities. The process highlights the links between organisational objectives, desired outcomes and outputs while the emerging performance model represents an executive managerial view. This study brings consistency to current measures that often rely on ratios and univariate analyses that are not otherwise conducive to relative performance analysis.

Towards an understanding of creativity and innovation within professional services and marketing

Greatly increased competition in the professional services and marketing sectors has reinforced the need for firms to develop an organisational culture that facilitates adaptation to changing conditions and competitive threats. More generally, competitive changes within business environments require new and creative ways of organising and managing firms. In order for marketing practitioners to be ahead of competitors in identifying and meeting customer needs, creative thought is essential. An organisational culture that supports creativity and facilitates the adoption of innovative practices, products and services, improves a firm’s ability to remain competitive within an uncertain environment. This paper presents a conceptual model of an organisational culture supporting creativity and innovation. The model posits relationships between creativity and innovation and organisational performance. The main contribution of the paper is to build a foundation for future research directed primarily towards exploring the relationships in the theoretical model of interest. Implications for marketing practitioners are also considered.