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2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1512</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: BIM competences and adoption</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1512</span> Digital Transformation in Developing Countries, A Study into Building Information Modelling Adoption in Thai Design and Engineering Small- and Medium-Sizes Enterprises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prompt%20Udomdech">Prompt Udomdech</a>, <a href="https://publications.waset.org/abstracts/search?q=Eleni%20Papadonikolaki"> Eleni Papadonikolaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Davies"> Andrew Davies</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Building information modelling (BIM) is the major technological trend amongst built environment organisations. Digitalising businesses and operations, BIM brings forth a digital transformation in any built environment industry. The adoption of BIM presents challenges for organisations, especially small- and medium-sizes enterprises (SMEs). The main problem for built-environment SMEs is the lack of project actors with adequate BIM competences. The research highlights learning in projects as the key and explores into the learning of BIM in projects of designers and engineers within Thai design and engineering SMEs. The study uncovers three impeding attributes, which are: a) lack of English proficiency; b) unfamiliarity with digital technologies; and c) absence of public standards. This research expands on the literature on BIM competences and adoption. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BIM%20competences%20and%20adoption" title="BIM competences and adoption">BIM competences and adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title=" digital transformation"> digital transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20in%20projects" title=" learning in projects"> learning in projects</a>, <a href="https://publications.waset.org/abstracts/search?q=SMEs" title=" SMEs"> SMEs</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20developing%20built%20environment%20industry" title=" and developing built environment industry"> and developing built environment industry</a> </p> <a href="https://publications.waset.org/abstracts/136615/digital-transformation-in-developing-countries-a-study-into-building-information-modelling-adoption-in-thai-design-and-engineering-small-and-medium-sizes-enterprises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136615.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1511</span> Teacher’s Self-Efficacy and Self-Perception of Teaching Professional Competences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20Biasi">V. Biasi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Ciraci"> A. M. Ciraci</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Domenici"> G. Domenici</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Patrizi"> N. Patrizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present two studies centered on the teacher’s perception of self-efficacy and professional competences. The first study aims to evaluate the levels of self-efficacy as attitude in 200 teachers of primary and secondary schools. Teacher self-efficacy is related to many educational outcomes: such as teachers’ persistence, enthusiasm, commitment and instructional behavior. High level of teacher self-efficacy beliefs enhance student motivation and pupil’s learning level. On this theoretical and empirical basis we are planning a second study oriented to assess teacher self-perception of competences that are linked to teacher self-efficacy. With the CDVR Questionnaire, 287 teachers graduated in Education Sciences in e-learning mode, showed an increase in their self-perception of didactic-evaluation and relational competences and an increased confidence also in their own professionalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20competence" title="teacher competence">teacher competence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20self-efficacy" title=" teacher self-efficacy"> teacher self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=selfperception" title=" selfperception"> selfperception</a>, <a href="https://publications.waset.org/abstracts/search?q=self-report%20evaluation" title=" self-report evaluation"> self-report evaluation</a> </p> <a href="https://publications.waset.org/abstracts/22645/teachers-self-efficacy-and-self-perception-of-teaching-professional-competences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">528</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1510</span> Key Competences in Economics and Business Field: The Employers’ Side of the Story</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bruno%20%C5%A0krinjari%C4%87">Bruno Škrinjarić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid technological developments and increase in organizations’ interdependence on international scale are changing the traditional workplace paradigm. A key feature of knowledge based economy is that employers are looking for individuals that possess both specific academic skills and knowledge, and also capability to be proactive and respond to problems creatively and autonomously. The focus of this paper is workers with Economics and Business background and its goals are threefold: (1) to explore wide range of competences and identify which are the most important to employers; (2) to investigate the existence and magnitude of gap between required and possessed level of a certain competency; and (3) to inquire how this gap is connected with performance of a company. A study was conducted on a representative sample of Croatian enterprises during the spring of 2016. Results show that generic, rather than specific, competences are more important to employers and the gap between the relative importance of certain competence and its current representation in existing workforce is greater for generic competences than for specific. Finally, results do not support the hypothesis that this gap is correlated with firms’ performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20gap" title="competency gap">competency gap</a>, <a href="https://publications.waset.org/abstracts/search?q=competency%20matching" title=" competency matching"> competency matching</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20competences" title=" key competences"> key competences</a>, <a href="https://publications.waset.org/abstracts/search?q=firm%20performance" title=" firm performance"> firm performance</a> </p> <a href="https://publications.waset.org/abstracts/55993/key-competences-in-economics-and-business-field-the-employers-side-of-the-story" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55993.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">338</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1509</span> The Adoption of Process Management for Accounting Information Systems in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manirath%20Wongsim">Manirath Wongsim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information Quality (IQ) has become a critical, strategic issue in Accounting Information Systems (AIS) adoption. In order to implement AIS adoption successfully, it is important to consider the quality of information use throughout the adoption process, which seriously impacts the effectiveness of AIS adoption practice and the optimization of AIS adoption decisions. There is a growing need for research to provide insights into issues and solutions related to IQ in AIS adoption. The need for an integrated approach to improve IQ in AIS adoption, as well as the unique characteristics of accounting data, demands an AIS adoption specific IQ framework. This research aims to explore ways of managing information quality and AIS adoption to investigate the relationship between the IQ issues and AIS adoption process. This study has led to the development of a framework for understanding IQ management in AIS adoption. This research was done on 44 respondents as ten organisations from manufacturing firms in Thailand. The findings of the research’s empirical evidence suggest that IQ dimensions in AIS adoption to provide assistance in all process of decision making. This research provides empirical evidence that information quality of AIS adoption affect decision making and suggests that these variables should be considered in adopting AIS in order to improve the effectiveness of AIS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20quality" title="information quality">information quality</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20quality%20dimensions" title=" information quality dimensions"> information quality dimensions</a>, <a href="https://publications.waset.org/abstracts/search?q=accounting%20information%20systems" title=" accounting information systems"> accounting information systems</a>, <a href="https://publications.waset.org/abstracts/search?q=accounting%20information%20system%20adoption" title=" accounting information system adoption"> accounting information system adoption</a> </p> <a href="https://publications.waset.org/abstracts/22718/the-adoption-of-process-management-for-accounting-information-systems-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">471</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1508</span> University Arabic/Foreign Language Teacher's Competences, Professionalism and the Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Heider">Abeer Heider</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article considers the definitions of teacher’s competences and professionalism from different perspectives of Arab and foreign scientists. A special attention is paid to the definition, classification of the stages and components of University Arabic /foreign language teacher’s professionalism. The results of the survey are offered and recommendations are given. In this paper, only some of the problems of defining professional competence and professionalism of the university Arabic/ foreign language teacher have been mentioned. It needs much more analysis and discussion, because the quality of training today’s competitive and mobile students with a good knowledge of foreign languages depends directly on the teachers’ professional level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20professional%20competences" title="teacher’s professional competences">teacher’s professional competences</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%2F%20foreign%20language%20teacher%E2%80%99s%20professionalism" title=" Arabic/ foreign language teacher’s professionalism"> Arabic/ foreign language teacher’s professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20evaluation" title=" teacher evaluation"> teacher evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20quality" title=" teacher quality"> teacher quality</a> </p> <a href="https://publications.waset.org/abstracts/41881/university-arabicforeign-language-teachers-competences-professionalism-and-the-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1507</span> Pesticide Use Practices among Female Headed Households in the Amhara Region, Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Birtukan%20Atinkut%20Asmare">Birtukan Atinkut Asmare</a>, <a href="https://publications.waset.org/abstracts/search?q=Bernhard%20Freyer"> Bernhard Freyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Jim%20Bingen"> Jim Bingen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though it is possible to transform the farming system towards a healthy, sustainable, and toxic-free food system by reducing pesticide use both in the field and postharvest, pesticides, including those that have been banned or severely restricted from use in developed countries, are indiscriminately used in African agriculture. Drawing on social practice theory, this study is about pesticide use practices in smallholder farms and its adverse impacts on women’s health and the environment, with reference to Africa, with an empirical focus on Ethiopia. Data have been collected via integrating diverse quantitative and qualitative approaches such as household surveys (n= 318), focus group discussions (n=6), field observations (n=30), and key informant interviews (n=18), with people along the pesticide value chain, including sellers and extension workers up to women farmers. A binary logistic regression model was used to investigate the factors that influence the adoption of personal protective equipment among female headed households. The findings show that Female-headed households carried out risky and unsafe practices from pesticide purchasing up to disposal, largely motivated by material elements (such as labor, income, time, and the provisioning system) but were notably shaped by competences (skills and knowledge), and meanings (norms, values, rules, and shared ideas). The main meaning or material aspect for pesticide purchasing were the perceptions of efficacy on pests, diseases, and weeds (65%), cost and availability in smaller quantities (60.7%), and a woman’s available time and mobility (58.9%). Pesticide hazards to human health or the environment seem not to be relevant for most female headed households. Unsafe practices of pesticide use among women led to the loss of biodiversity and ecosystem degradation, let alone their and family’s health. As the regression results show, the significant factors that influenced PPE adoption among female headed households were age and retailer information (p < 0.05). In line with the empirical finding, in addition to changing individual competences through advisory services and training, a foundational shift is needed in the sociocultural environment (e.g., policy, advisory), or a change in the meanings (social norms), where women are living and working. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biodiversity" title="biodiversity">biodiversity</a>, <a href="https://publications.waset.org/abstracts/search?q=competences" title=" competences"> competences</a>, <a href="https://publications.waset.org/abstracts/search?q=ecosystems" title=" ecosystems"> ecosystems</a>, <a href="https://publications.waset.org/abstracts/search?q=ethiopia" title=" ethiopia"> ethiopia</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20headed%20households" title=" female headed households"> female headed households</a>, <a href="https://publications.waset.org/abstracts/search?q=materials" title=" materials"> materials</a>, <a href="https://publications.waset.org/abstracts/search?q=meanings" title=" meanings"> meanings</a>, <a href="https://publications.waset.org/abstracts/search?q=pesticide%20purchasing" title=" pesticide purchasing"> pesticide purchasing</a>, <a href="https://publications.waset.org/abstracts/search?q=pesticide%20using" title=" pesticide using"> pesticide using</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20practice%20theory" title=" social practice theory"> social practice theory</a> </p> <a href="https://publications.waset.org/abstracts/173407/pesticide-use-practices-among-female-headed-households-in-the-amhara-region-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173407.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1506</span> Learning at Workplace: Competences and Contexts in Sensory Evaluation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ulriikka%20Savela-Huovinen">Ulriikka Savela-Huovinen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanni%20Muukkonen"> Hanni Muukkonen</a>, <a href="https://publications.waset.org/abstracts/search?q=Auli%20Toom"> Auli Toom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of workplace as a learning environment has been emphasized in research field of workplace learning. The prior literature on sensory performance emphasized the individual’s competences as assessor, while the competences in the collaborative interactional and knowledge creation practices as workplace learning method are not often mentioned. In the present study aims to find out what kinds of competences and contexts are central when assessor conducts food sensory evaluation in authentic professional context. The aim was to answer the following questions: first, what kinds of competences does sensory evaluation require according to assessors? And second, what kinds of contexts for sensory evaluation do assessors report? Altogether thirteen assessors from three Finnish food companies were interviewed by using semi-structural thematic interviews to map practices and development intentions as well as to explicate already established practices. The qualitative data were analyzed by following the principles of abductive and inductive content analysis. Analysis phases were combined and their results were considered together as a cross-analysis. When evaluated independently required competences were perception, knowledge of specific domains and methods and cognitive skills e.g. memory. Altogether, 42% of analysis units described individual evaluation contexts, 53% of analysis units described collaborative interactional contexts, and 5% of analysis units described collaborative knowledge creation contexts. Related to collaboration, analysis reviewed learning, sharing and reviewing both external and in-house consumer feedback, developing methods to moderate small-panel evaluation and developing product vocabulary collectively between the assessors. Knowledge creation contexts individualized from daily practices especially in cases product defects were sought and discussed. The study findings contribute to the explanation that sensory assessors learn extensively from one another in the collaborative interactional and knowledge creation context. Assessors learning and abilities to work collaboratively in the interactional and knowledge creation contexts need to be ensured in the development of the expertise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessor" title="assessor">assessor</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=competences" title=" competences"> competences</a>, <a href="https://publications.waset.org/abstracts/search?q=contexts" title=" contexts"> contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20practices" title=" learning and practices"> learning and practices</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20evaluation" title=" sensory evaluation"> sensory evaluation</a> </p> <a href="https://publications.waset.org/abstracts/69646/learning-at-workplace-competences-and-contexts-in-sensory-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1505</span> E-Commerce in Jordan: Conceptual Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muneer%20Abbad">Muneer Abbad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study comes with a comprehensive analysis of specific factors affecting the adoption of e-commerce in Jordan. From the theoretical perspective, this study will make a contribution to the e-commerce by providing insights on the factors that seem to affect e-commerce’s adoption. The current study will provide managers information about the planning and formulating appropriate strategies to ensure rapid adoption of e-commerce in Jordan. It will offer marketing implications, conclusions, and suggestions for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-commerce" title="e-commerce">e-commerce</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a>, <a href="https://publications.waset.org/abstracts/search?q=adoption" title=" adoption"> adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20model" title=" conceptual model"> conceptual model</a> </p> <a href="https://publications.waset.org/abstracts/27771/e-commerce-in-jordan-conceptual-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27771.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1504</span> An Empirical Investigation of Mobile Banking Services Adoption in Pakistan </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aijaz%20A.%20Shaikh">Aijaz A. Shaikh</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Glavee-Geo"> Richard Glavee-Geo</a>, <a href="https://publications.waset.org/abstracts/search?q=Heikki%20Karjaluoto"> Heikki Karjaluoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adoption of Information Systems (IS) is receiving increasing attention such that its implications have been closely monitored and studied by the IS management community, industry and professional gatekeepers. Building on previous research regarding the adoption of technology, this paper develops and validates an integrated model of the adoption of mobile banking. The model originates from the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB). This paper intends to offer a preliminary scrutiny of the antecedents of the adoption of mobile banking services in the context of a developing country. Data was collected from Pakistan. The findings showed that an integrated TAM and TPB model greatly explains the adoption intention of mobile banking; and perceived behavioural control and its antecedents play a significant role in predicting adoption Theoretical and managerial implications of findings are presented and discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing%20country" title="developing country">developing country</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20banking%20service%20adoption" title=" mobile banking service adoption"> mobile banking service adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model" title=" technology acceptance model"> technology acceptance model</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20planned%20behavior" title=" theory of planned behavior"> theory of planned behavior</a> </p> <a href="https://publications.waset.org/abstracts/32655/an-empirical-investigation-of-mobile-banking-services-adoption-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32655.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">425</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1503</span> Fighting the Crisis with 4.0 Competences: Higher Education Projects in the Times of Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jadwiga%20Fila">Jadwiga Fila</a>, <a href="https://publications.waset.org/abstracts/search?q=Mateusz%20Jezowski"> Mateusz Jezowski</a>, <a href="https://publications.waset.org/abstracts/search?q=Pawel%20Poszytek"> Pawel Poszytek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The outbreak of the global COVID-19 pandemic started the times of crisis full of uncertainty, especially in the field of transnational cooperation projects based on the international mobility of their participants. This is notably the case of Erasmus+ Program for higher education, which is the flagship European initiative boosting cooperation between educational institutions, businesses, and other actors, enabling students and staff mobility, as well as strategic partnerships between different parties. The aim of this abstract is to study whether competences 4.0 are able to empower Erasmus+ project leaders in sustaining their international cooperation in times of global crisis, widespread online learning, and common project disruption or cancellation. The concept of competences 4.0 emerged from the notion of the industry 4.0, and it relates to skills that are fundamental for the current labor market. For the aim of the study presented in this abstract, four main 4.0 competences were distinguished: digital, managerial, social, and cognitive competence. The hypothesis for the study stipulated that the above-mentioned highly-developed competences may act as a protective shield against the pandemic challenges in terms of projects’ sustainability and continuation. The objective of the research was to assess to what extent individual competences are useful in managing projects in times of crisis. For this purpose, the study was conducted, involving, among others, 141 Polish higher education project leaders who were running their cooperation projects during the peak of the COVID-19 pandemic (Mar-Nov 2020). The research explored the self-perception of the above-mentioned competences among Erasmus+ project leaders and the contextual data regarding the sustainability of the projects. The quantitative character of data permitted validation of scales (Cronbach’s Alfa measure), and the use of factor analysis made it possible to create a distinctive variable for each competence and its dimensions. Finally, logistic regression was used to examine the association of competences and other factors on project status. The study shows that the project leaders’ competence profile attributed the highest score to digital competence (4.36 on the 1-5 scale). Slightly lower values were obtained for cognitive competence (3.96) and managerial competence (3.82). The lowest score was accorded to one specific dimension of social competence: adaptability and ability to manage stress (1.74), which proves that the pandemic was a real challenge which had to be faced by project coordinators. For higher education projects, 10% were suspended or prolonged because of the COVID-19 pandemic, whereas 90% were undisrupted (continued or already successfully finished). The quantitative analysis showed a positive relationship between the leaders’ levels of competences and the projects status. In the case of all competences, the scores were higher for project leaders who finished projects successfully than for leaders who suspended or prolonged their projects. The research demonstrated that, in the demanding times of the COVID-19 pandemic, competences 4.0, to a certain extent, do play a significant role in the successful management of Erasmus+ projects. The implementation and sustainability of international educational projects, despite mobility and sanitary obstacles, depended, among other factors, on the level of leaders’ competences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Competences%204.0" title="Competences 4.0">Competences 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=Erasmus%2B%20Program" title=" Erasmus+ Program"> Erasmus+ Program</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20education" title=" international education"> international education</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20sustainability" title=" project sustainability"> project sustainability</a> </p> <a href="https://publications.waset.org/abstracts/152187/fighting-the-crisis-with-40-competences-higher-education-projects-in-the-times-of-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152187.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1502</span> A Framework for Information Quality in Accounting Information Systems Adoption</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wongsim%20Manirath">Wongsim Manirath </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to implement AIS adoption successfully, it is important to consider the quality of information management and understand Information Quality (IQ) factors influencing AIS adoption. This research aims to explore ways of managing AIS adoption to investigate the adoption of accounting information systems within organisations. The study has led to the development of a framework for understanding the AIS adoption process in an organisation. This research used qualitative, interpretive evidence. This framework was developed from case studies and by collecting qualitative data (interviews). This research has conducted 10 case studies to study how IQ is managed through the accounting information system adoption process. A special focus is placed on determining how organisation size influences the information quality practices. The finding is especially useful to SMEs as many SMEs have the desire to grow bigger. By better dealing with IQ issues, there could be a successful future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20quality" title="data quality">data quality</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20quality" title=" information quality"> information quality</a>, <a href="https://publications.waset.org/abstracts/search?q=accounting%20information%20system" title=" accounting information system"> accounting information system</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20management" title=" information management"> information management</a> </p> <a href="https://publications.waset.org/abstracts/11332/a-framework-for-information-quality-in-accounting-information-systems-adoption" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">472</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1501</span> Limits Problem Solving in Engineering Careers: Competences and Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veronica%20Diaz%20Quezada">Veronica Diaz Quezada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, the performance and errors are featured and analysed in the limit problems solving of a real-valued function, in correspondence to competency-based education in engineering careers, in the south of Chile. The methodological component is contextualised in a qualitative research, with a descriptive and explorative design, with elaboration, content validation and application of quantitative instruments, consisting of two parallel forms of open answer tests, based on limit application problems. The mathematical competences and errors made by students from five engineering careers from a public University are identified and characterized. Results show better performance only to solve routine-context problem-solving competence, thus they are oriented towards a rational solution or they use a suitable problem-solving method, achieving the correct solution. Regarding errors, most of them are related to techniques and the incorrect use of theorems and definitions of real-valued function limits of real variable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=limits" title=" limits"> limits</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20competences" title=" mathematics competences"> mathematics competences</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/108160/limits-problem-solving-in-engineering-careers-competences-and-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1500</span> Multimodal Content: Fostering Students’ Language and Communication Competences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victoria%20L.%20Malakhova">Victoria L. Malakhova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research is devoted to multimodal content and its effectiveness in developing students’ linguistic and intercultural communicative competences as an indefeasible constituent of their future professional activity. Description of multimodal content both as a linguistic and didactic phenomenon makes the study relevant. The objective of the article is the analysis of creolized texts and the effect they have on fostering higher education students’ skills and their productivity. The main methods used are linguistic text analysis, qualitative and quantitative methods, deduction, generalization. The author studies texts with full and partial creolization, their features and role in composing multimodal textual space. The main verbal and non-verbal markers and paralinguistic means that enhance the linguo-pragmatic potential of creolized texts are covered. To reveal the efficiency of multimodal content application in English teaching, the author conducts an experiment among both undergraduate students and teachers. This allows specifying main functions of creolized texts in the process of language learning, detecting ways of enhancing students’ competences, and increasing their motivation. The described stages of using creolized texts can serve as an algorithm for work with multimodal content in teaching English as a foreign language. The findings contribute to improving the efficiency of the academic process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creolized%20text" title="creolized text">creolized text</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20communication%20competences" title=" language and communication competences"> language and communication competences</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodal%20content" title=" multimodal content"> multimodal content</a> </p> <a href="https://publications.waset.org/abstracts/151423/multimodal-content-fostering-students-language-and-communication-competences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1499</span> Child Trafficking for Adoption Purposes: A Study into the Criminogenic Factors of the German Intercountry Adoption System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elvira%20Loibl">Elvira Loibl</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Western countries, the demand for adoptable children, especially healthy babies, has been considerably high for several years. Rising infertility rates, liberal abortion politics, the widespread use of contraception, and the increasing acceptance of unmarried motherhood are factors that have decreased the number of infants available for domestic adoption in the U.S. and Europe. As a consequence, many involuntarily childless couples turn to intercountry adoption as a viable alternative to have a child of their own. However, the demand for children far outpaces the supply of orphans with the desired characteristics. The imbalance between the number of prospective adopters and the children available for intercountry adoption results in long waiting lists and high prices. The inordinate sums of money involved in the international adoption system have created a commercial ‘underbelly’ where unethical and illicit practices are employed to provide the adoption market with adoptable children. Children are being purchased or abducted from their families, hospitals or child care institutions and then trafficked to receiving countries as ‘orphans’. This paper aims to uncover and explain the factors of the German adoption system that are conducive to child trafficking for adoption purposes. It explains that the tension between money and integrity as experienced by German adoption agencies, blind trust in the authorities in the sending countries as well as a lenient control system encourage and facilitate the trafficking in children to Germany. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20trafficking" title="child trafficking">child trafficking</a>, <a href="https://publications.waset.org/abstracts/search?q=intercountry%20adoption" title=" intercountry adoption"> intercountry adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=market%20in%20adoptable%20babies" title=" market in adoptable babies"> market in adoptable babies</a>, <a href="https://publications.waset.org/abstracts/search?q=German%20adoption%20system" title=" German adoption system"> German adoption system</a> </p> <a href="https://publications.waset.org/abstracts/66958/child-trafficking-for-adoption-purposes-a-study-into-the-criminogenic-factors-of-the-german-intercountry-adoption-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66958.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1498</span> Reimagining Writing as a Healing Art: A Case Study on Emotional Intelligence </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shawnrece%20Campbell">Shawnrece Campbell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional intelligence as an essential job skill is growing in popularity among human resource professionals and hiring managers. Companies value those who have high emotional intelligence because of their personal competences (self-awareness, self-regulation, motivation) and social competences (empathy, social skills). In implementing any training system to teach emotional intelligence, the best methodologies for acquiring and/or improving these competences should be taken into consideration. This study focuses on how students perceived the art of writing as a tool for self-improvement. During this session, participants will engage in a brief activity designed to help students develop emotional intelligence. As a part of the discussion, participants will learn the results of a junior-level literary seminar conducted to better understand students’ thoughts and views about the effectiveness of writing as a tool for emotional healing. An analysis of qualitative textual data is presented. The outcomes indicated that students found using writing as a tool for emotional intelligence development as highly effective. The findings also revealed that students have positive perceptions of using writing as a self-healing art that leads to increased emotional intelligence and believe that writing courses of this nature enhance students’ appreciation of the value of the liberal arts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence%20quotient" title="emotional intelligence quotient">emotional intelligence quotient</a>, <a href="https://publications.waset.org/abstracts/search?q=healing" title=" healing"> healing</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/90204/reimagining-writing-as-a-healing-art-a-case-study-on-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1497</span> Adoption and Adoption Gap of Selected BRRI-Released Boro Rice Varieties in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Abdul%20Momin">Mohammad Abdul Momin</a>, <a href="https://publications.waset.org/abstracts/search?q=Sekender%20Ali"> Sekender Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahbubul%20Alam"> Mahbubul Alam</a>, <a href="https://publications.waset.org/abstracts/search?q=Rafiquel%20Islam"> Rafiquel Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Mizanul%20Haque%20Kazal"> Mohammad Mizanul Haque Kazal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Improved high-yielding modern rice varieties can reduce hunger and food insecurity in Bangladesh. However, lower adoption and higher adoption gap of modern rice varieties are the main concerns of rice researchers, extension specialists, and legislators. This study attempts to determine the adoption status and adoption gap of 10 selected BRRI-released Boro rice varieties to assess some selected socio-economic characteristics of the rice farmers and to explore the contribution of the selected socio-economic characteristics of farmers to their adoption gap of selected BRRI-released Boro varieties. Necessary data were collected from 03 September to 31 December 2021 using a well-structured pre-tested interview schedule from 371 randomly selected farmers covering 12 agricultural blocks of four Upazilas under Cumilla, Mymensingh, Tangail, and Bogura districts. The study revealed that most (73.05%) of the rice farmers had high adoption and low adoption gap; 23.72% had moderate adoption and adoption gap; and the rest 3.23% of respondents’ farmers had low adoption and high adoption gap of BRRI-released Boro rice varieties. Overall adoption and adoption gap of BRRI-released Bororice varieties were 77.02% and 22.98%, respectively. Based on the descending order of the Adoption Index, BRRI dhan29 ranked 1st, followed by BRRI dhan28. The adoption indices of these two top-ranked varieties were 38.84 and 30.43, respectively, which were much higher than others. Third to ninth ranked varieties were BRRI dhan58, BRRI dhan89, BRRI dhan88, BRRI dhan50, BRRI dhan74, BRRI dhan81, and BRRI dhan63. Reverse-ranked orders were observed based on the descending order of the Adoption Gap Index (AGI). Stepwise multiple regression analysis indicated that ‘knowledge on BRRI-released Boro rice varieties’, ‘extension contacts’, ‘rice farming profitability’, ‘rice farming experience’, and ‘satisfaction on BRRI-releasedBoro rice varieties’ of the farmers had a significant negative contribution to their adoption gap, i.e., positive contribution to their adoption of BRRI-released Boro rice varieties. The study concluded that policy interventions should be taken to improve farmers’ knowledge of BRRI-releasedBoro rice varieties by increasing extension contact to all the lower and higher experienced farmers to make them profitable and satisfied to increase adoption and decrease the adoption gap of BRRI-released Boro rice varieties. These issues also urge policy interventions for the rethinking of current dissemination tactics to ensure the widespread adoption of newly released modern Boro rice varieties at the farm level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adoption" title="adoption">adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=adoption%20gap" title=" adoption gap"> adoption gap</a>, <a href="https://publications.waset.org/abstracts/search?q=Boro" title=" Boro"> Boro</a>, <a href="https://publications.waset.org/abstracts/search?q=rice" title=" rice"> rice</a>, <a href="https://publications.waset.org/abstracts/search?q=BRRI" title=" BRRI"> BRRI</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title=" Bangladesh"> Bangladesh</a> </p> <a href="https://publications.waset.org/abstracts/194926/adoption-and-adoption-gap-of-selected-brri-released-boro-rice-varieties-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">20</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1496</span> Professional Competences of E-Learning Lecturers: Case of Russian National Platforms of Open Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Polina%20Pekker">Polina Pekker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work analyzes the role of lecturers in e-learning in Russia. It is based on qualitative research of lecturers who conduct courses on Russian national platforms of open education. The platform is based on edx software (provider of massive open online courses). The interviews with e-learning lecturers were conducted: from December 2015 till January 2016 and from April 2016 till May 2016. The results of interviews (face-to-face, telephone, skype) show, firstly, the difference between the role of lecturers in e-learning and in traditional education and, secondly, that the competition between lecturers is high in Russia. The results of interviews in Russia show that e-learning lecturer should have several special professional competences: the ability to keep attention of audiences without real contact, the ability to work on camera and competences related with e-learning course support (test, forum, communication on forum and etc.) It is concluded that lecturers need special course on acting and speech skills and on conducting and organizing of e-learning course in Russia. It is planned to conduct French study. When results from French research will be totally ready, they will be compared to Russian. As well French platform, France Universite Numerique, was launched earlier, in January 2014, so Russian lecturers should get best practice from the French colleagues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-courses%20lecturer" title="e-courses lecturer">e-courses lecturer</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20competences%20of%20lecturers" title=" professional competences of lecturers"> professional competences of lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20Russian%20and%20French%20platforms%20of%20open%20education" title=" national Russian and French platforms of open education"> national Russian and French platforms of open education</a> </p> <a href="https://publications.waset.org/abstracts/51721/professional-competences-of-e-learning-lecturers-case-of-russian-national-platforms-of-open-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1495</span> A Framework Factors Influencing Accounting Information Systems Adoption Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manirath%20Wongsim">Manirath Wongsim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> AIS plays an important role in business management, strategic and can provide assistance in all phases of decision making. Thus, many organisations needs to be seen as well adopting AIS, which is critical to a company in order to organise, manage and operate process in all sections. In order to implement AIS successfully, it is important to understand the underlying factors that influence the AIS adoption. Therefore, this research intends to study this perspective of factors influence and impact on AIS adoption’s success. The model has been designed to illustrate factors influences in AIS adoption. It also attempts to identify the critical success factors that organisations should focus on, to ensure the adoption on accounting process. This framework will be developed from case studies by collecting qualitative and quantitative data. Case study and survey methodology were adopted for this research. Case studies in two Thai- organisations were carried out. The results of the two main case studies suggested 9 factors that may have impact on in AIS adoption. Survey instrument was developed based on the findings from case studies. Two large-scale surveys were sent to selected members of Thailand Accountant, and Thailand Computer Society to further develop and test the research framework. The top three critical factors for ensuring AIS adoption were: top management commitment, steering committees, and Technical capability of AIS personnel. That is, it is now clear which factors impact in AIS adoption, and which of those factors are critical success factors for ensuring AIS adoption successes <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting%20information%20system" title="accounting information system">accounting information system</a>, <a href="https://publications.waset.org/abstracts/search?q=accounting%20information%20systems%20adoption" title=" accounting information systems adoption"> accounting information systems adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20inflecting%20AIS%20adoption" title=" and inflecting AIS adoption"> and inflecting AIS adoption</a> </p> <a href="https://publications.waset.org/abstracts/34720/a-framework-factors-influencing-accounting-information-systems-adoption-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34720.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">409</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1494</span> Hidden Critical Risk in the Construction Industry’s Technological Adoption: Cybercrime</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuruddeen%20Usman">Nuruddeen Usman</a>, <a href="https://publications.waset.org/abstracts/search?q=Usman%20Mohammed%20Gidado"> Usman Mohammed Gidado</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ahmad%20Ibrahim"> Muhammad Ahmad Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Construction industry is one of the sectors that are eyeing adoption of ICT for its development due to the advancement in technology. Though, many manufacturing sectors had been using it, but construction industry was left behind, especially in the developing nation like Nigeria. On account of that, the objective of this study is to conceptually and quantitatively synthesise whether the slow adoption of ICT by the construction industries can be attributable to cybercrime threats. The result of the investigation found that, the risk of cybercrime, and lack of adequate cyber security policies that can enforce and punish defaulters are among the things that hinder ICT adoption of the Nigerian construction industries. Therefore, there is need for the nations to educate their citizens on cybercrime risk, and to establish cybercrime police units that can be monitoring and controlling all online communications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20industry" title="construction industry">construction industry</a>, <a href="https://publications.waset.org/abstracts/search?q=cybercrime" title=" cybercrime"> cybercrime</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology%20adoption" title=" information and communication technology adoption"> information and communication technology adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=risk" title=" risk"> risk</a> </p> <a href="https://publications.waset.org/abstracts/36620/hidden-critical-risk-in-the-construction-industrys-technological-adoption-cybercrime" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36620.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">515</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1493</span> The Implementation of Child Adoption as Legal Protection of Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonny%20Dewi%20Judiasih">Sonny Dewi Judiasih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The principle of a marriage is to achieve a happy and eternity family based on the willing of the God. The family has a fundamental role in the society as a social individual and as a nuclear family consists of father, mother, and children. Thus, each family always would like to have children who will continue the family. However, not all family will be blessed with children and consequently, there is family without children. Therefore, the said the certain family will do any effort to fulfill the wish to have children. One of the ways is to adopt children. The implementation of child adoption is conducted by the family who does not have children but sometimes child adoption is conducted by a family who has already children. The implementation of child adoption is based on the interest of the welfare and the intellectual of the said child. Moreover, it should be based on the social liability of the individual in accordance with the developing of the traditional values as part of the nation culture. The child adoption is conducted for the welfare of the child demonstrates that a change on the basic motive (value) whereby in the past the child adoption is to fulfill the wish of foster parent (to have children in the family). Nowadays the purpose of child adoption is not merely for the interest of foster parent but in particular for the interest, welfare and the future of the child. The development of the society has caused the occurrence of changes of perspective in the society which lead to a need for new law. The court of justice has an impact of such changes. It is evidenced by the court order for child adoption in the legal framework of certainty of law. The changes of motives (value) of the child adoption in the society can be fully understood in the event that the society fully understand that the ultimate purpose of Indonesia nation is to achieve a justice and prosperity society, i.e., social welfare for all Indonesian people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20adoption" title="child adoption">child adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20law" title=" family law"> family law</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20protection" title=" legal protection"> legal protection</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/32019/the-implementation-of-child-adoption-as-legal-protection-of-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32019.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1492</span> Competences for Learning beyond the Academic Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Galv%C3%A1n-Fern%C3%A1ndez">Cristina Galván-Fernández </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students differentiate the different contexts of their lives as well as employment, hobbies or studies. In higher education is needed to transfer the experiential knowledge to theory and viceversa. However, is difficult to achieve than students use their personal experiences and social readings for get the learning evidences. In an experience with 178 education students from Chile and Spain we have used an e-portfolio system and a methodology for 4 years with the aims of help them to: 1) self-regulate their learning process and 2) use social networks and professional experiences for make the learning evidences. These two objectives have been controlled by interviews to the same students in different moments and two questionnaires. The results of this study show that students recognize the ownership of their learning and progress in planning and reflection of their own learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competences" title="competences">competences</a>, <a href="https://publications.waset.org/abstracts/search?q=e-portfolio" title=" e-portfolio"> e-portfolio</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a> </p> <a href="https://publications.waset.org/abstracts/59108/competences-for-learning-beyond-the-academic-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59108.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">306</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1491</span> Factors Influencing Agricultural Systems Adoption Success: Evidence from Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manirath%20Wongsim">Manirath Wongsim</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekkachai%20Naenudorn"> Ekkachai Naenudorn</a>, <a href="https://publications.waset.org/abstracts/search?q=Nipotepat%20Muangkote"> Nipotepat Muangkote</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information Technology (IT), play an important role in business management strategies and can provide assistance in all phases of decision making. Thus, many organizations need to be seen as adopting IT, which is critical for a company to organize, manage and operate its processes. In order to implement IT successfully, it is important to understand the underlying factors that influence agricultural system's adoption success. Therefore, this research intends to study this perspective of factors that influence and impact successful IT adoption and related agricultural performance. Case study and survey methodology were adopted for this research. Case studies in two Thai- organizations were carried out. The results of the two main case studies suggested 21 factors that may have an impact on IT adoption in agriculture in Thailand, which led to the development of the preliminary framework. Next, a survey instrument was developed based on the findings from case studies. Survey questionnaires were gathered from 217 respondents from two large-scale surveys were sent to selected members of Thailand farmer, and Thailand computer to test the research framework. The results indicate that the top five critical factors for ensuring IT adoption in agricultural were: 1) network and communication facilities; 2) software; 3) hardware; 4) farmer’s IT knowledge, and; 5) training and education. Therefore, it is now clear which factors are influencing IT adoption and which of those factors are critical success factors for ensuring IT adoption in agricultural organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agricultural%20systems%20adoption" title="agricultural systems adoption">agricultural systems adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=factors%20influencing%20IT%20adoption" title=" factors influencing IT adoption"> factors influencing IT adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=factors%20affecting%20in%20agricultural%20adoption" title=" factors affecting in agricultural adoption"> factors affecting in agricultural adoption</a> </p> <a href="https://publications.waset.org/abstracts/83083/factors-influencing-agricultural-systems-adoption-success-evidence-from-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83083.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1490</span> Technology Use by African Smallholder Farmers and the Significant Mediating Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enobong%20Akpan-Etuk">Enobong Akpan-Etuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The willingness of smallholder farmers in Africa to adopt new agricultural technologies has been low, despite the technological advancement in agriculture. Although technology is seen as the main route out of the traditional methods of food production and poverty, the rate of adoption of agricultural technology remains low among farmers in Africa. Factors affecting the adoption of agricultural technologies include the acquisition of information, characteristics of the technology, education of farmers, social capital, farm size, and household size. This paper explored the literature on the influence of the factors that determine the adoption of technology by smallholder farmers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smallholder" title="smallholder">smallholder</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=adoption" title=" adoption"> adoption</a> </p> <a href="https://publications.waset.org/abstracts/151721/technology-use-by-african-smallholder-farmers-and-the-significant-mediating-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1489</span> The Adoption of Technological Innovations in a B2C Context: An Empirical Study on the Higher Education Industry in Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maha%20Mourad">Maha Mourad</a>, <a href="https://publications.waset.org/abstracts/search?q=Rania%20Samir"> Rania Samir </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to explain the adoption of technological innovations in a business to consumer context. Specifically, the use of web based technology (WEBCT/blackboard) in the delivery of educational material and communication with students at universities in Egypt is the focus of this study. The analysis draws on existing research in a B2C context which highlights the importance of internal organization characteristics, perceived attributes of the innovation as well as consumer based factors as the main drivers of adoption. A distinctive B2C model is developed drawing on Roger’s innovation adoption model, as well as theoretical and empirical foundations in previous innovation adoption literature to study the adoption of technological innovations in higher education in Egypt. The model proposes that the adoption decision is dependent on a combination of perceived attributes of the innovation, inter-organization factors and consumer factors. The model is testified drawing on the results of empirical work in the form of a large survey conducted on students in three different universities in Egypt (one public, one private and one international). In addition to the attributes of the innovation, specific organization factors (such as university resources) as well as consumer factors were identified as likely to have an important influence on the adoption of technological innovations in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation" title="innovation">innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=WEBCT" title=" WEBCT"> WEBCT</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=adoption" title=" adoption"> adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a> </p> <a href="https://publications.waset.org/abstracts/9853/the-adoption-of-technological-innovations-in-a-b2c-context-an-empirical-study-on-the-higher-education-industry-in-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">553</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1488</span> Adoption of E-Governance: A Case Study of Higher Education Institutes in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shah%20Muhammad%20Butt">Shah Muhammad Butt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to investigate the factors influencing the adoption of e-governance in Pakistan's public universities and how that adoption has affected organizational performance. An online Likert scale survey was utilized to gather information from 350 participants from different public universities in Pakistan. The data were examined using descriptive statistics and correlation analysis. The findings suggest that organizational culture, infrastructure, and leadership support are among the elements impacting the adoption of e-governance at Pakistan's public sector universities. A further finding of the study was that e-governance adoption benefited organizational performance, including effectiveness, efficiency, and customer satisfaction. The study emphasizes the significance of e-governance adoption at public sector universities and the demand for successful policies and strategies to support its implementation. To increase organisational performance and raise the standard of higher education in Pakistan, policymakers and university administrators should use the study's findings to develop and practice e-governance policies and initiatives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-governance" title="e-governance">e-governance</a>, <a href="https://publications.waset.org/abstracts/search?q=adoption" title=" adoption"> adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20sector%20universities" title=" public sector universities"> public sector universities</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20performance" title=" organizational performance"> organizational performance</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20analysis" title=" comparative analysis"> comparative analysis</a> </p> <a href="https://publications.waset.org/abstracts/171837/adoption-of-e-governance-a-case-study-of-higher-education-institutes-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171837.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1487</span> Towards a Comprehensive Framework on Civic Competence Development of Teachers: A Systematic Review of Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emilie%20Vandevelde">Emilie Vandevelde</a>, <a href="https://publications.waset.org/abstracts/search?q=Ellen%20Claes"> Ellen Claes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to develop a comprehensive model for the civic socialization process of teachers. Citizenship has become one of the main objectives for the European education systems. It is expected that teachers are well prepared and equipped with the necessary knowledge, skills, and attitudes to also engage students in democratic citizenship. While a lot is known about young peoples’ civic competence development and how schools and teachers (don’t) support this process, less is known about how teachers themselves engage with (the teaching of) civics. Other than the civic socialization process of young adolescents that focuses on personal competence development, the civic socialization process of teachers includes the development of professional, civic competences. These professional competences make that they are able to prepare pupils to carry out their civic responsibilities in thoughtful ways. Existing models for the civic socialization process of young adolescents do not take this dual purpose into account. Based on these observations, this paper will investigate (1)What personal and professional civic competences teachers need to effectively teach civic education and (2) how teachers acquire these personal and professional civic competences. To answer the first research question, a systematic review of literature of existing civic education frameworks was carried out and linked to literature on teacher training. The second research question was addressed by adapting the Octagon model, developed by the International Association for the Evaluation of Educational Achievement (IEA), to the context of teachers. This was done by carrying out a systematic review of the recent literature linking three theoretical topics involved in teachers’ civic competence development: theories about the civic socialization process of young adolescents, Schulmans (1987) theoretical assumptions on pedagogical content knowledge (PCK), and Nogueira & Moreira’s (2012) framework for civic education teachers’ knowledge and literature on teachers’ professional development. This resulted in a comprehensive conceptual framework describing the personal and professional civic competences of civic education teachers. In addition, this framework is linked to the OctagonT model: a model that describes the processes through which teachers acquire these personal and professional civic competences. This model recognizes that teachers’ civic socialization process is influenced by interconnected variables located at different levels in a multi-level structure (the individual teacher (e.g., civic beliefs), everyday contacts (e.g., teacher educators, the intended, informal and hidden curriculum of the teacher training program, internship contacts, participation opportunities in teacher training, etc.) and the influence of the national educational context (e.g., vision on civic education)). Furthermore, implications for teacher education programs are described. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civic%20education" title="civic education">civic education</a>, <a href="https://publications.waset.org/abstracts/search?q=civic%20competences" title=" civic competences"> civic competences</a>, <a href="https://publications.waset.org/abstracts/search?q=civic%20socialization" title=" civic socialization"> civic socialization</a>, <a href="https://publications.waset.org/abstracts/search?q=octagon%20model" title=" octagon model"> octagon model</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/139694/towards-a-comprehensive-framework-on-civic-competence-development-of-teachers-a-systematic-review-of-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">326</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1486</span> The Analysis of the Blockchain Technology and Challenges Hampering Its Adoption</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sthembile%20Mthethwa">Sthembile Mthethwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rise in the usage of internet in the past decades, this presented an opportunity for users to transact with each other over the use of internet. Cryptocurrencies have been introduced, which allows users to transact with each other without the involvement of a third party i.e. the bank. These systems are widely known as cryptocurrencies or digital currencies and the first system to be introduced was Bitcoin which has been receiving a lot of attention. Bitcoin introduced a new technology known as the blockchain technology. In the past years, blockchain has been getting attention; whereby new applications are introduced that utilize blockchain. Yet, most people are still hesitant about the adoption of blockchain and the adoption of cryptocurrencies at large. Some people still do not understand the technology. Thus, it leads to the slow adoption of this technology. In this paper, a review of the blockchain is provided, whereby the different types of blockchain are discussed in details. Details of the things that contribute to the hindrance of the process of adoption are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bitcoin" title="bitcoin">bitcoin</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain" title=" blockchain"> blockchain</a>, <a href="https://publications.waset.org/abstracts/search?q=cryptocurrency" title=" cryptocurrency"> cryptocurrency</a>, <a href="https://publications.waset.org/abstracts/search?q=payment%20system" title=" payment system"> payment system</a> </p> <a href="https://publications.waset.org/abstracts/55942/the-analysis-of-the-blockchain-technology-and-challenges-hampering-its-adoption" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55942.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1485</span> An Institutional Analysis of IFRS Adoption in Poor Jurisdictions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catalina%20Florentina%20Pricope">Catalina Florentina Pricope</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The last two decades witnessed a movement towards harmonization of international financial reporting standards (IFRS) throughout the global economy. This investigation seeks to identify the factors that could explain the adoption of IFRS by poor jurisdictions. While there has been a considerable amount, of literature published on the effects and key drivers of IFRS adoption in both developed and developing countries, little attention has been paid to jurisdictions with less developed capital markets and low-income levels exclusively. Drawing upon the Institutional Isomorphism theory and analyzing a sample of 45 poor jurisdictions between 2008 and 2013, the study empirically shows that poor jurisdictions are driven by legitimacy concerns rather than by economic reasoning to adopt an international accounting perspective. This in turn has implications for the IASB, as it should seek to influence institutional pressures within a particular jurisdiction in order to promote IFRS adoption. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IFRS%20adoption" title="IFRS adoption">IFRS adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=isomorphism" title=" isomorphism"> isomorphism</a>, <a href="https://publications.waset.org/abstracts/search?q=poor%20jurisdictions" title=" poor jurisdictions"> poor jurisdictions</a>, <a href="https://publications.waset.org/abstracts/search?q=accounting%20harmonization" title=" accounting harmonization "> accounting harmonization </a> </p> <a href="https://publications.waset.org/abstracts/39744/an-institutional-analysis-of-ifrs-adoption-in-poor-jurisdictions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39744.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1484</span> An Assessment of the Factors Affecting Green Building Technology (GBT) Adoption</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuruddeen%20Usman">Nuruddeen Usman</a>, <a href="https://publications.waset.org/abstracts/search?q=Usman%20Mohammed%20Gidado"> Usman Mohammed Gidado</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A construction and post construction activity in buildings contributes to environmental degradation, because of the generation of solid waste during construction to the production of carbon dioxide by the occupants during utilization. These problems were caused as a result of lack of adopting green building technology during and after construction. However, this study aims at conceptualizing the factors that are affecting the adoption of green building technology with a view to suggest better ways for its successful adoption in the construction industry through developing a green building technology model. Thus, the research findings show that: Economic, social, cultural, and technological progresses are the factors affecting Green Building Technology Adoption. Therefore, identifying these factors and developing the model might help in the successful adoption of green building technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=green%20building%20technology" title="green building technology">green building technology</a>, <a href="https://publications.waset.org/abstracts/search?q=construction" title=" construction"> construction</a>, <a href="https://publications.waset.org/abstracts/search?q=post%20construction" title=" post construction"> post construction</a>, <a href="https://publications.waset.org/abstracts/search?q=degradation" title=" degradation"> degradation</a> </p> <a href="https://publications.waset.org/abstracts/17350/an-assessment-of-the-factors-affecting-green-building-technology-gbt-adoption" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17350.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">667</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1483</span> Challenges of e-Service Adoption and Implementation in Nigeria: Lessons from Asia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazeem%20Oluwakemi%20Oseni">Kazeem Oluwakemi Oseni</a>, <a href="https://publications.waset.org/abstracts/search?q=Kate%20Dingley"> Kate Dingley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-Service has moved from the usual manual and traditional way of rendering services to electronic service provision for the public and there are several reasons for implementing these services, Airline ticketing have gone from its manual traditional way to an intelligent web-driven service of purchasing. Many companies have seen their profits doubled through the use of online services in their operation and a typical example is Hewlett Packard (HP) which is rapidly transforming their after sales business into a profit generating e-service business unit. This paper will examine the various challenges confronting e-Service adoption and implementation in Nigeria and also analyse lessons learnt from e-Service adoption and implementation in Asia to see how it could be useful in Nigeria which is a lower middle income country. Based on the analysis of the online survey data. It has been identified that the public in Nigeria are much aware of e-Services but successful adoption and implementation have been the problems faced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-government%20service" title="e-government service">e-government service</a>, <a href="https://publications.waset.org/abstracts/search?q=adoption" title=" adoption"> adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=Asia" title=" Asia"> Asia</a> </p> <a href="https://publications.waset.org/abstracts/19346/challenges-of-e-service-adoption-and-implementation-in-nigeria-lessons-from-asia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19346.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">465</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=BIM%20competences%20and%20adoption&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=BIM%20competences%20and%20adoption&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=BIM%20competences%20and%20adoption&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=BIM%20competences%20and%20adoption&page=5">5</a></li> <li class="page-item"><a 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