This essay examines what is necessary for business school professors to encourage deeper learning in their students. Business faculty (and academia in general) are improving student involvement by using pedagogies of engagement (e.g., problem-based learning, team-based learning, POGIL) or integrating techniques that improve engagement (e.g., flipped classes, reflective writing). Adoption of these approaches is a step forward, but little has been written about the specific factors across techniques and pedagogies that can actually deepen learning. This essay utilizes a seven-point framework for deeper learning, applies it to the teaching of managerial decision-making, and makes recommendations for fostering deeper learning among business school students. The authors cite specific examples of business school teaching that illustrate traditional methods and deeper learning methods. The goal of this paper, therefore, is to present seven factors (Ambrose, et al., 2010) that work to deepen student learning—independent of any specific pedagogy or adopted technique. These solutions span across any business school discipline and can be easily integrated into a college class to foster deeper learning.

Academia places significant weight on grades as a metric to assess how much students have learned (Beatty, 2004). As a form of assessment, however, grades alone do not provide room for feedback and further student development. This paper offers a new direction to information systems (IS) programs to improve student motivation and better assess student learning-motivational tiered assessment (MTA)-that we propose overcomes these concerns. A tiered approach to learning allows students to choose how much effort and commitment they want to apply and assesses students' competence based on the performance outcome they choose to achieve by meeting a specific set of pre-determined specifications and expectations. We first explain how MTA works. We then delineate how the new system differs from the points-based grading system, which academia commonly uses. We conclude by presenting three class examples that illustrate how one can apply MTA across an IS curriculum.

Grades are meant to be a metric of a student's learning, and business schools place a huge weight on them. GPAs determine who gets into undergraduate and graduate programs, and who graduates with honors (and who does not). Grades have been referred to as a currency that can quantify learning, which enables market-based comparison and barter. This paper offers a new direction to business schools for the measurement of student learning—specifications grading—that proposes to overcome these concerns. Specifications grading assesses a student’s competence based on how her/his work meets certain criteria, or specifications. We first define specifications grading and delineate how it differs from the traditional grading model, outline the weaknesses of the traditional grading model, and offer three examples that illustrate the application of specifications grading throughout the business school curricula.

Recently, scholars in various disciplines have called for the use of longitudinal research designs to test and build theory. Their argument is that key phenomena in virtually. every theory change over time. As such, cross-sectional research designs used to test and extend theories do not provide insights that help understand the nature of temporal relationships between variables that are central to theory. Evidence is emerging that in some cases the strength and the direction of the relationship between variables found using longitudinal data is quite different relative to that found using cross-sectional data. The view expressed in this paper is that longitudinal research brings with it both new opportunities and challenges for information systems (IS) researchers. Opportunities will come in the form of explicitly incorporating time in testing and applying IS theories to cast new light on prior research that has been predominantly based on cross-sectional designs. At the same time, challenges will come in the form of proposing hypotheses on interrelationships between variables over time, and using newer data analytic techniques that are better suited to analyzing longitudinal data. We provide illustrations that highlight both advantages and challenges associated with longitudinal research in the field of IS.

1. INTRODUCTION Traditional MIS curricula have focused on topics such as programming, database, and systems analysis and design. Although these topics continue to serve the discipline well, in globally distributed enterprises large scale systems increasingly play a central role. We refer to these systems as enterprise technologies or GET. The increasing reliance on GET systems (e.g., ERP, CRM, and firm-specific systems) suggests that students' knowledge of large scale systems is crucial in today's highly competitive job market (Cameron, 2010). But even though large scale systems present unique challenges that are increasingly critical (and dominant) within major corporations, MIS education often offers little or no preparation for these skills. As a result, many large companies must train their college hires in the use of large scale systems before they can be productive. In fact, previous research has found that a common concern is that today's graduates do not have the skill sets required for large scale enterprise software development and large scale system adoption (Mulder, Lidtke et al. 1997; Davis 2004; Cameron and Purao 2010). Such practices suggest that integrating large-system concepts within a curriculum would increase the program's desirability and attractiveness to companies, as well as prospective students. In this paper, we describe a multi-university, multi-company program that has been designed to address the challenge of scale. The Global Enterprise Technology Immersion Experience (GET IE) program provides a global enterprise focus for technology-oriented academic majors and integrates coursework with hands-on experiential learning (Saltz & Oh 2012). GET IE creates a domain-specific, next generation co-op consortium that functions across universities and major corporations. The program consists of an eight month (January through August) paid internship integrated with interdisciplinary coursework delivered through blended learning pedagogy. Students typically start the program in the second semester of their junior year, which allows them to complete the program by the end of the following summer. Because of this structure, GET IE allows students to take coursework while simultaneously working at their internship site location. Therefore, the coursework and internship creates a rich synergy in student learning. The program is designed to grow by including multiple academic institutions and industry partners. Universities and companies can join the GET IE consortium or establish their own programs by modeling our effort. At present, the academic partners include Syracuse University, University of Delaware, Rutgers University, and Ohio State University. Industry participants include JPMorgan Chase, IBM, Cisco, Ernst & Young, Nationwide Insurance, and GE. 2. RELATED WORK AND MOTIVATION FOR THE PROGRAM There have been a few previous educational efforts to bring large scale global enterprise concepts into technology-focused curricula. Although the need for teaching large scale enterprise systems has been previously noted (Cameron 2008), faculty have typically attempted to rectify the current omission of large scale systems via the inclusion of an enterprise technology course (Wegmann 2004; Nickerson 2006). For example, previous efforts have described faculty and industry representatives working together to construct a curriculum component that is designed to prepare students for developing large scale systems from the very beginning of the system design and specifications to development of communication skills necessary for such a work environment (Lidtke and Stokes 1999). University faculty and industry representatives worked together to develop this course (Lidtke and Stokes 1999). Other efforts have described enterprise integration using a business-centric method for a course at the senior undergraduate level (Davis 2004). Researchers have argued that in enterprise systems education, both technical and business aspects of systems development must be taught to fulfill the pedagogical requirements for such a curriculum component (Cameron 2008). …

Although social networking tools have become pervasive, few studies have examined their potential downsides. In this proposed study, we examine the effects of Facebook on the friendship-making activities of college students. We hypothesize that increased social networking use will reduce the time that students spend face to face with their friends, as well as reduce the social connectedness with their friends. We also examine whether or not how students use social networking tools has a moderating effect on the hypothesized relationships.

The use of structural equation modeling (SEM) has grown dramatically in the field of management information systems (MIS) in the past twenty years, but SEM's focus has been primarily on cross-sectional data sets. Functionally, SEM has been used to test measurement and path models, but the SEM approach has not been applied to repeated measures designs. In this article, we describe latent growth models (LGMs), an extension of SEM, which focuses on how observed and/or latent variables change over time. The purpose of this paper is to provide a primer on the use of LGMs, as well as to advocate for its use to extend MIS theory. We illustrate several flexible applications of LGMs using longitudinal data, including conditional, unconditional, and dual growth models. We discuss the advantages of using LGMs over other more traditional longitudinal approaches, and highlight areas in MIS where researchers can use this technique effectively.

Stress is a fact of life. Previous MIS research has examined stress, but has focused on the psychosocial aspects of stress, which are usually measures using self-reported metrics. This preliminary study examines the possible contrast between psychosocial and physiological stress-that is, the body's autonomic reaction to a potential threat. The study also examines the effectiveness of the Trier Social Stress Test (TSST), a protocol designed to induce stress in social situations. Using a sample of thirty-two students, the results indicate that the TSST protocol is an effectiveness mechanism for inducing both psychosocial and physiological stress. The results also indicate that psychosocial and physiological stress are indeed different metrics. The study concludes with recommendations for future MIS researchers to build on these findings.

This study examines the effects of trustworthiness perceptions and trustor dispositions on trust and distrust as well as the downstream influence of trust and distrust on intention to use online banking. More than 500 college students located across two universities completed a survey to provide data for the study. The findings from this study suggest that the oblind trusto and oblind distrusto perspectives used in isolation are incomplete and that a more comprehensive model of trust requires the inclusion of both perspectives. As hypothesized, results also support the assertion that trust and distrust are distinct constructs and that the established e-retailing trust nomological network holds in an online banking context. The study also contributes to the literature by establishing several distrust antecedents, as well as illustrating distrust's negative effect on intention to use online banking. Finally, the study illustrates how the influence of trust can overwhelm the effect of distrust in an online banking context.

Two dominant theories—trust and technology acceptance—have been employed in numerous information systems research studies to help understand consumer behavior in e-commerce environments. In this context of voluntary Web site adoption and use, we provide a more precise understanding of the nomological network related to the cognitive variables (both beliefs and attitudes) that precede this use. Designers and engineers need to be concerned not just with building an objectively better Web site but also with building a Web site that conveys desirable characteristics. Although the theory of reasoned action has been acknowledged as the underlying theory for technology acceptance and some trust research, past studies integrating these two theories have omitted important variables from their models and have posited different causal relationships among model variables. This research argues for the reinclusion and/or clarification of belief and attitude constructs relevant to technology acceptance and trust research streams, explains why these constructs are critical for understanding causality in such models, proposes an integration model that is consistent with this argument, and finally tests this model in a context exploring initial reactions to an e-vendor and evaluates the relative importance of trust and technology acceptance variables in predicting user intentions.

The purpose of this didactic study is to demonstrate how latent growth models (LGM) can be utilized to measure changes in student's computer self efficacy (CSE) over time. LGM is a special application of structural equation modeling (SEM), an analytic tool that is popular among MIS researchers. LGMs have been used to study longitudinal changes in observed and/or latent variables over time in several other fields such as psychology, sociology, and management. To promote its use within MIS research, this paper provides a primer on the application of LGM using CSE data gathered from freshmen enrolled in the introduction to MIS class. We illustrate unconditional and conditional LGMs, and highlight the types of research questions such models can address. We discuss issues related to data requirements, model identification, estimation methods, sample size requirements, and model fit assessment statistics for LGMs, and conclude by providing avenues of further longitudinal research in MIS that can benefit from the use of LGMs.

The benefits of computer-mediated communication (CMC) are compelling. Businesses leverage CMC to reduce costs, increase employee productivity, and even enable more flexible working arrangements (e.g., telecommuting). In contrast, researchers have also found that CMC has considerable weaknesses as compared to face-to-face (FTF) communication. Without the rich cues afforded by FTF contact, even casual use of CMC can result in feelings of detachment on the part of the sender and feelings of confusion on the part of the recipient. Research is apparently conflicted, therefore, over whether CMC inhibits or enhances relationships. Recent articles have posited that humans have a biological need for meaningful face-to-face exchanges, or "human moments." A human moment is defined as "an authentic human encounter between two participating individuals that can happen only when they share the same physical space"... In contrast, a virtual moment is a dyadic interchange between participating individuals using CMC that results in shared understanding. This paper presents a new model to explain the relative merits of human versus virtual moments and their impact on emotional distance.

Within the college classroom, many skills are difficult to simulate effectively. Online gaming may provide a rich environment for students to learn effective leadership and teamwork. This paper discusses the organizational difficulties of setting up such a simulation, as well as providing a preliminary conceptual framework for instructors to consider when implementing an online game simulation in their classes. The paper concludes with suggestions for encouraging students to apply the concepts they learned in the online world to their actual teams.

Stereotype threat occurs when a member of a group can be stereotyped as having certain negative characteristics. Fear of confirming the stereotype then increases apprehension, resulting in the person exhibiting lowered performance. This study examines the extent to which stereotype threats might account for performance differences between male and female students in IT-related majors when working on analytical tasks. The theory supports the contention that males may outperform females on certain tasks but attributes the reason to psycho-social factors and not to innate ability. As expected, the results of this study indicated that females who were told their performances would be lower than their male counterparts scored higher in their work quantity, but lower in their work quality. For the women where no stereotype threat was introduced, scores were comparable to the men's, lending support to this theory. The implications of stereotype threats for IT-related majors and professionals are discussed.

This research examines the transitory influence of reputation information on consumer decision making regarding an e-vendor. Using social judgment theory to explain how reputation information's effect on perceptions may be fleeting, we specifically examined how user trusting beliefs related to an e-vendor change after a simple exposure to the Web site. A total of 369 college students participated in an experiment that found that reputation information was initially strongly related to trusting beliefs regarding the e-vendor, but a brief nonpurchase-related exposure to the e-vendor's Web site—that is, direct experience—reduced reputation's effects significantly. This research provides insights into why reputation information may be more important in certain circumstances than in others and enhances our understanding of how consumer decision making is affected by different purchasing contexts. This research also has implications on the design and use of trust-building technologies.

Similar to the adoption of automatic teller machines, banks around the world are looking at online banking services as the next technology to reduce costs while maintaining or enhancing services to the customer. In developing countries, the low cost of online banking may enable banks to reach new customers, much like the cell phone offered new possibilities in telephony. Banks must understand, however, that the mediating use of technology increases interpersonal distance between banks and their customers, which can both decrease trust and exacerbate distrust. This article examines the role of trust and distrust in online banking. A framework for categorizing existing and potential online banking users based on their trust and distrust of online banking is presented. Categorizations of users are discussed along with recommendations for how banks can address customer concerns. © 2007 Wiley Periodicals, Inc.

Previous research indicates that the type and purpose of a virtual community (wiki, blog, and Internet Forum) may play a role in determining a member's motivation for contribution to a virtual community, but does not fully explore this idea. This study aggregates the disparate ideas and terminology of previous research on virtual communities and presents a more parsimonious grouping Of fourteen motivational factors. These fourteen factors provide a framework for examining what drives members to contribute. Two preliminary studies offer some support for the framework.