As users increasingly turn to social media as a source for news and other information, greater understanding is needed about the factors that affect their perceptions of the social media sites, where they seek information. The purpose of this paper is to examine the effect of perceived social media benefits and knowledge of privacy-protection practices on users’ trust in information on social media. Results indicate that users’ trust is, in part, a function of their perceptions of the benefits of social media and their knowledge of privacy-protection practices. Perceived benefits and knowledge of privacy practices each positively influenced trust. In addition, privacy invasion experiences positively influenced risk aversion and privacy concerns, which in turn had positive influences on privacy-protection knowledge. Interestingly, this result shows that users’ privacy concerns and risk aversion have a positive effect on trust, indirectly, through users’ efforts to gain greater control of their privacy by increasing their knowledge about privacy protection practices.

Purpose This study aims to identify the roles that privacy experiences and social media use play in influencing privacy-protection behaviors. As social media use expands in terms of the number of users and functionality; it is important to understand social media user privacy-protection behaviors and the users’ psychological underpinnings driving those behaviors. Among these, perceptions are the users’ evaluation of their privacy concerns and data sharing benefits inherent in social media use which influence the users’ behaviors to protect their privacy. Design/methodology/approach To research these issues, a theoretical model and hypotheses were developed, based on self-efficacy theory. The theoretical model was empirically tested using 193 questionnaire responses collected from students enrolled in business courses at a medium-sized university in the western USA. All the respondents reported that they routinely use social media. The empirical analysis was performed using structural equations modeling in PC SAS version 9.4, procedure Calis. Findings The estimation of the paths in the structural model indicates that privacy concerns positively influence social media users’ protection behaviors while the perceived benefits of data sharing negatively influence protection behaviors. Privacy experience positively influences privacy concerns. Alternatively, social media use positively influences social media self-efficacy and perceived usefulness, which, in turn, have meaningful influences on data sharing benefits. Originality/value Previous findings about the effect of self-efficacy on protection behaviors has been inconclusive. This study adds some clarity. Specifically, the findings suggest that the effect depends upon the foci of self-efficacy. While higher self-efficacy with respect to using privacy-related features of a specific technology tends to lead to greater privacy concerns, higher self-efficacy with respect to the more general technology (e.g. social media, computer) seems to affect protection behaviors through perceived benefits. Further, the results of this study offer conclusions about the roles that privacy experiences, social media use and perceived social media benefits play in affecting protection behaviors.

The authors examined participant reactions to rejection emails. Those participants who evaluated emails that provided information in an interpersonally-sensitive manner with an opportunity for future interaction reported significantly higher attitudes toward the recruiter than did those who evaluated emails that were low in information sensitivity and interactivity. In addition, the effect of email type on word-of-mouth intentions toward the company was mediated by participant attitudes toward the recruiter. These results provide implications for organizations that are focusing on the efficiency-oriented benefits of using applicant tracking system at the expense of job-seekers' reactions and for individual recruiters who may be concerned about the effect of organization practices on their professional brand.

This research examined the extent to which social-media users' privacy concerns affected the likelihood that they would pay a fee in exchange for a social-media company promising not to use or sell that user's data. Data to empirically test the theoretical model were collected by administering a survey to social-media users. The sample consisted of 173 usable responses. The results of the analyses, including the structural model show that users' knowledge of privacy issues, personal experience with invasions of privacy, and their levels of risk intolerance, influenced the likelihood that they would pay a privacy fee, indirectly, through their concern for privacy. Furthermore, concern for privacy had a significant, positive effect on the magnitude of an expected privacy fee.

This research describes a DuPont Model activity used in an introduction to business course. An in-class activity stimulated students' confidence in their ability to apply the fundamental accounting principles building upon students' knowledge of a lemonade stand. Accounting is often viewed by students in introductory courses as "a foreign language," with common reactions by students of fear and anxiety about financial statements and financial ratios (Borja; Brazelton; Deer, Gohn, and Kanaya; Eber and Parker; and Goh and Scerri). The DuPont Model was developed to visually connect an income statement and the balance sheet to five common financial ratios. Using a preactivity and a postactivity questionnaire and 76 matched pairs of student responses, changes or differences in two student self-efficacy measures were found. Over one-half of these student pairs showed increases or improvements in these two self-efficacy measures from preactivity to postactivity, implying that the DuPont Model positively influenced these self-efficacy measures. Correlation analysis also showed meaningful, positive correlations among students' self-efficacy differences and their attitudes toward accounting. Furthermore, students' perceived characteristics of the DuPont activity are significantly and positively correlated with students' attitudes toward accounting. Finally, the results of the study are encouraging to the authors to continue using the DuPont Model activity.

Little is known about the role that company social media networking sites play in job seeker attraction. This research helps address this gap. Subjects in this study evaluated the websites of three potential employers and then selected one employer to follow on social media in subsequent weeks. Each week subjects evaluated content, the activity of the recruiter who managed each site, and the activity of other users. In addition, at the end of each week subjects evaluated the usefulness of the social networking site and reported their attitudes and intentions towards the company. The results showed no differences in job seekers’ attitudes toward the company across different companies before social media was used. Yet, after social media was used there were meaningful differences in these attitudes. Additional analysis showed that the social media forms of Facebook and Linkedin had significant influence on job seekers’ attitudes toward the company while Twitter demonstrated no such influences.

This article describes how the uses of websites to recruit and communicate with job-seekers is a well-established practice that has been increasing in frequency. How the website functions can influence job-seekers' perceptions of how well they will fit into the organization as well as match the requirements of a specific open position. The primary research question in this article is how job-seekers' fit perceptions obtained from using the recruitment website, influence their website satisfaction and intentions with respect to the organization. To explore this question and others, a theoretical model with corresponding hypotheses was developed. The empirical analysis of the theoretical model used 199 questionnaire responses and structural equation modeling. The findings offer support for the view that the website's content, job-seeker knowledge of the organization, and the job-seeker's social network influence positively perceptions of fit to the organization and the job in meaningful ways.

A theoretical model of potential job applicants’ and searchers’ satisfaction with a recruitment website is developed. Specifically, the influences of two aspects of a recruitment website’s aesthetics are examined, aesthetic formality and aesthetic appeal. In addition, the model proposes antecedents to each dimension of website aesthetics. The three antecedents to website aesthetic formality are communication with visitors, information retrieval speed, and the quality of the job recruitment information. The two antecedents of website aesthetic appeal are website engagement and ease of website use. The theoretical model is empirically tested using 199 questionnaire responses collected from both students enrolled in business courses at a medium-size university in the western United States and contract employees of Mechanical Turk. The questionnaire asked all respondents to complete part of the questionnaire first and then to access a specific company’s recruitment website to complete scripted activities using the site. Upon finishing these activities, the respondents completed the remaining portions of the questionnaire. The theoretical model is estimated using these 199 questionnaire responses and structural equation modeling. The quality of the fit between the model and the data is acceptable given the complexity of the model and the number of observations. All the measures of the theoretical constructs demonstrate desirable psychometric properties. The estimated structural model shows that all the antecedents have significant and positive influences on their respective measure of aesthetics and that these measures of aesthetics (website aesthetic formality and website aesthetic appeal) significantly and positively influence website satisfaction. Based on these results a discussion and conclusions are provided.

Given organizations’ increasing reliance on career websites for recruiting job seekers, the experience a job seeker has on the organization’s website can influence the stream of job applicants and influence organizational success. This research, grounded in social cognitive theory, investigates the linkages between job seekers’ intentions, formed after using an organization’s recruitment website, and factors antecedent to these intentions. Data were collected by questionnaire from a sample of subjects who were representative of recent or current job seekers. The estimation of the proposed model was performed using a structural equations approach. The empirical results indicate that job seekers’ intentions are affected by their satisfaction with the recruitment website. Satisfaction is affected by job seekers’ perceived usefulness of the website; and perceived usefulness is positively affected by website ease of use, engagement, and social norms. Because the trend in recruiting is toward more impersonal contact (e.g., website) with job seekers prior to their decision to apply, it is essential that organizations design websites that increase job seekers’ intentions to apply and not to repel them. The study adds evidence that characteristics of the website communicate additional information to job seekers about the company that is used to form intentions.

Current thinking suggests that fast, comprehensive decision-making is a characteristic of certain decision-makers. Expert models explain much of this behavior; however, they can not explain the success of some entrepreneurs and transferring executives. This work uses theories of expertise, similarity, and analogy to explain how some non-experts can perform like experts.

Currently organizations rely on its websites to engage and inform job-seekers, and as the primary method for job-seekers to submit applications for screening (Thompson, Braddy & Wuensch, 2008). Therefore a website must be able to influence job-seekers to react positively to perform behaviors such as submitting an application, returning to the site, recommending the company or site to others, and to engage the organization by transitioning to the organization’s social-media sites. Whether or not a job-seeker performs these behaviors is largely a function of the experience with the website. Understanding the website-related factors affecting a job-seeker’s intentions and subsequent behavior is, therefore, critical to the firm. The sample consisted of 199 usable responses and the results show website aesthetics, content and ease of use influence respondents’ intentions, indirectly, through perceived usefulness of the site. Social norms toward the firm have a significant, positive influence on respondents’ intentions.

Companies dedicate a substantial amount of financial resources and efforts toward recruiting potential employees. A company's website plays an important role in this process, but little is known about how job-seekers' experiences on the website affects their attitudes and intentions toward the company. This research examines the extent to which job-seekers' expectations about the company are confirmed or disconfirmed by their experiences with the website and the degree that these expectations affect their intentions. The presented theoretical model is based on the expectation confirmation model adapted to include website usability and its determinants. Data to empirical test the model were collected by administering a survey to university students and WebTurk contract workers. The sample consisted of 199 usable responses. The empirical analysis used structural equations modeling. The fit of the measured theoretical model to the data was also good and all the paths in the measurement and structural models were statistically significant. The structural model shows that expectation-confirmation influences respondents' intentions, indirectly, through satisfaction with the website and perceived usefulness of the site. Furthermore, engagement, website content and interactivity influence website usability while website usability influences expectation confirmation and perceived usefulness. Implications and conclusions based on these findings were also provided. (C) 2014 Elsevier Ltd. All rights reserved.

The Communities of Practice (CoP) concept and the knowledge management literature both provide useful frameworks for conceptualizing how an individual’s performance in the classroom (e.g., earning a grade) or in an organization (e.g., solving a client’s problem) can be supported by a collection of other individuals performing similar tasks and pursuing similar goals. When individuals in a CoP report high levels of meaning, involvement, identification, and belongingness to the community (Wenger, 1998) the individuals act “as resources to each other exchanging information, making sense of situations, sharing new tricks and new ideas, as well as keeping each other company and spicing up each other’s working days” (Wenger, 1998, p. 47). In this paper, we report the results of a study that identifies three factors (learning climate, leader support and leader interaction) that impact the development of a CoP. Specifically, among a sample of 94 undergraduate business students in two cohort groups participating in a year-long program, we found that meaning and involvement were related to leader interaction in a positive manner, identification was related to leader support and CoP climate in a positive manner, and belongingness was related to leader support and leader interaction in a positive manner. Implications are presented for practitioners and educators who wish to facilitate the development of a Community of Practice.

While previous research has identified group identification as an important factor in affecting relevant outcomes (e.g., satisfaction, turnover, commitment) in face-to face environments, this paper provides initial evidence to support the proposition that group identification also matters in virtual environments. In particular, the authors found that team members’ perceptions of the leader-member exchange relationship and the team’s past performance are related to individuals’ identification with the virtual team and that identification affects satisfaction and behavioral intentions. Individuals who perceive leader-member exchange as high (e.g., the leader displays a willingness to help the team member solve problems and the leader recognizes the member’s potential) and who report that their teams perform well had stronger identification with the team. Individuals who reported strong identification with their team were more satisfied with the team and had greater intentions to perform positive behaviors in the future.

The impact of examination software on student attitudes was investigated. The Technology Acceptance Model (TAM) provides the theoretical foundations for studying the completion of examination on student laptop computers. The model applies TAM to link both faculty and technical support for the examination software to student attitudes towards the software, while it is mediated by the perceived usefulness and ease of use of the software. The model is empirically tested using questionnaire responses from 107 students enrolled in sections of a business core course using the examination software. The statistical technique used is structural equations modeling. Empirical results show that perceived usefulness and ease of use of the software have direct, meaningful impacts on developing positive attitudes toward the software. Furthermore, faculty support and ease of system use impact student attitudes in a meaningful fashion indirectly through perceived usefulness. These empirical results are discussed and implications for instructors are offered.

Decision Sciences Journal of Innovative EducationVolume 7, Issue 2 p. 417-421 Student Dialogue with Online Guest Speakers Daniel M. Eveleth, Corresponding Author Daniel M. Eveleth College of Business and Economics, University of Idaho, Moscow, ID 83844, e-mail: eveleth@uidaho.edu, leveleth@uidaho.edu† Corresponding author.Search for more papers by this authorLori J. Baker-Eveleth, Lori J. Baker-Eveleth College of Business and Economics, University of Idaho, Moscow, ID 83844, e-mail: eveleth@uidaho.edu, leveleth@uidaho.eduSearch for more papers by this author Daniel M. Eveleth, Corresponding Author Daniel M. Eveleth College of Business and Economics, University of Idaho, Moscow, ID 83844, e-mail: eveleth@uidaho.edu, leveleth@uidaho.edu† Corresponding author.Search for more papers by this authorLori J. Baker-Eveleth, Lori J. Baker-Eveleth College of Business and Economics, University of Idaho, Moscow, ID 83844, e-mail: eveleth@uidaho.edu, leveleth@uidaho.eduSearch for more papers by this author First published: 21 July 2009 https://doi.org/10.1111/j.1540-4609.2009.00226.xCitations: 5Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume7, Issue2July 2009Pages 417-421 RelatedInformation

Expectancy theory is applied to the use of software that secures the testing environment of in-class examinations. This security software prohibits students from viewing unauthorized material during an examination. The empirical study collected 60 student questionnaire responses completed after using the security software. These responses were used to develop measures for a model derived from expectancy theory. Using structural equation modeling, the model was estimated twice for two different variables. These dependent variables were student attitude towards the security software and the student's examination grade. The empirical results indicated that student attitudes were positively impacted by self-efficacy, outcome expectancy, and the software's ease of use. However, student grade was not influenced by any measures in the model. It is concluded that the security software is neutral with regard to student performance, while there are manageable actions faculty can take to positively impact student attitude towards security software.

41 Faculty and students increasingly want to integrate technology into teaching and learning, using it for more than just taking notes.1 Computerbased examination of student learning is one such use. Implementing computer exams requires a secure testing environment—one that prevents students from seeking answers by scanning their computer hard drives, instant messaging or e-mailing friends, or browsing the Internet. While campuses can establish a relatively secure testing environment in many ways, the challenge lies in finding a long-term security solution acceptable to both faculty and students. Any such solution must not consume an inordinate amount of resources nor impose too cumbersome a process on participants. The College of Business and Economics at the University of Idaho conducted a pilot study that used commercially available encryption software called Securexam to deliver computer-based examinations.2 A multi-step implementation procedure was developed, implemented, and then evaluated on the basis Helping Students Adapt to Computer-Based

41 Faculty and students increasingly want to integrate technology into teaching and learning, using it for more than just taking notes.1 Computerbased examination of student learning is one such use. Implementing computer exams requires a secure testing environment—one that prevents students from seeking answers by scanning their computer hard drives, instant messaging or e-mailing friends, or browsing the Internet. While campuses can establish a relatively secure testing environment in many ways, the challenge lies in finding a long-term security solution acceptable to both faculty and students. Any such solution must not consume an inordinate amount of resources nor impose too cumbersome a process on participants. The College of Business and Economics at the University of Idaho conducted a pilot study that used commercially available encryption software called Securexam to deliver computer-based examinations.2 A multi-step implementation procedure was developed, implemented, and then evaluated on the basis Helping Students Adapt to Computer-Based