To date, many important threads of information privacy research have developed, but these threads have not been woven together into a cohesive fabric. This paper provides an interdisciplinary review of privacy-related research in order to enable a more cohesive treatment. With a sample of 320 privacy articles and 128 books and book sections, we classify previous literature in two ways: (1) using an ethics-based nomenclature of normative, purely descriptive, and empirically descriptive, and (2) based on their level of analysis: individual, group, organizational, and societal.

Based upon our analyses via these two classification approaches, we identify three major areas in which previous research contributions reside: the conceptualization of information privacy, the relationship between information privacy and other constructs, and the contextual nature of these relationships.

As we consider these major areas, we draw three overarching conclusions. First, there are many theoretical developments in the body of normative and purely descriptive studies that have not been addressed in empirical research on privacy. Rigorous studies that either trace processes associated with, or test implied assertions from, these value-laden arguments could add great value. Second, some of the levels of analysis have received less attention in certain contexts than have others in the research to date. Future empirical studies-both positivist and interpretive--could profitably be targeted to these under-researched levels of analysis. Third, positivist empirical studies will add the greatest value if they focus on antecedents to privacy concerns and on actual outcomes. In that light, we recommend that researchers be alert to an overarching macro model that we term APCO (Antecedents → Privacy Concerns → Outcomes).

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Information privacy research: an interdisciplinary review

Variance-based structural equation modeling is extensively used in information systems research, and many related findings may have been distorted by hidden collinearity. This is a problem that may extent to multivariate analyses in general, in the field of information systems as well as in many other fields. In multivariate analyses, collinearity is usually assessed as a predictor-predictor relationship phenomenon, where two or more predictors are checked for redundancy. This type of assessment addresses vertical, or “classic,” collinearity. However, another type of collinearity may also exist, called here “lateral” collinearity. It refers to predictor-criterion collinearity. Lateral collinearity problems are exemplified based on an illustrative variance-based structural equation modeling analysis. The analysis employs WarpPLS 2.0, with the results double-checked with other statistical analysis software tools. It is shown that standard validity and reliability tests do not properly capture lateral collinearity. A new approach for the assessment of both vertical and lateral collinearity in variance-based structural equation modeling is proposed and demonstrated in the context of the illustrative analysis.

Lateral Collinearity and Misleading Results in Variance-Based SEM: An Illustration and Recommendations

Information privacy refers to the desire of individuals to control or have some influence over data about themselves. Advances in information technology have raised concerns about information privacy and its impacts, and have motivated Information Systems researchers to explore information privacy issues, including technical solutions to address these concerns. In this paper, we inform researchers about the current state of information privacy research in IS through a critical analysis of the IS literature that considers information privacy as a key construct. The review of the literature reveals that information privacy is a multilevel concept, but rarely studied as such. We also find that information privacy research has been heavily reliant on studentbased and USA-centric samples, which results in findings of limited generalizability. Information privacy research focuses on explaining and predicting theoretical contributions, with few studies in journal articles focusing on design and action contributions. We recommend that future research should consider different levels of analysis as well as multilevel effects of information privacy. We illustrate this with a multilevel framework for information privacy concerns. We call for research on information privacy to use a broader diversity of sampling populations, and for more design and action information privacy research to be published in journal articles that can result in IT artifacts for protection or control of information privacy.

http://ftp.misq.org/skin/frontend/default/misq/pdf/appendices/2011/BelangerCrosslerAppendices.pdf

Privacy in the digital age: a review of information privacy research in information systems

Partial least squares-based structural equation modelling (PLS-SEM) is extensively used in the field of information systems, as well as in many other fields where multivariate statistical methods are used. One of the most fundamental issues in PLS-SEM is that of minimum sample size estimation. The ‘10-times rule’ has been a favourite because of its simplicity of application, even though it tends to yield imprecise estimates. We propose two related methods, based on mathematical equations, as alternatives for minimum sample size estimation in PLS-SEM: the inverse square root method, and the gamma-exponential method. Based on three Monte Carlo experiments, we demonstrate that both methods are fairly accurate. The inverse square root method is particularly attractive in terms of its simplicity of application. © 2016 John Wiley & Sons Ltd

Minimum sample size estimation in PLS‐SEM: The inverse square root and gamma‐exponential methods

The trend toward delivering management education via the Internet has accelerated in recent years. However, research on what constitutes effective Internet-based courses is somewhat limited. This study examined the impact of technological and pedagogical characteristics of the virtual classroom on student satisfaction with Internet-based MBA courses. The perceived usefulness of the course software, perceived flexibility provided by taking the course via the Internet, and instructor efforts to create an interactive environment were the characteristics most strongly associated with student satisfaction. Finally, the article identifies several challenges and opportunities from these findings for management education researchers, educators, and business schools.

Virtual Classroom Characteristics and Student Satisfaction with Internet-Based MBA Courses

1. INTRODUCTION Whether it is a social networking site like Facebook, a video stream delivered via YouTube, or collaborative discussion and document sharing via Google Apps, more people are using Web 2.0 and virtual world technologies in the classroom to communicate, express ideas, and form relationships centered around topical interests. Virtual Worlds immerse participants even deeper in technological realms rife with interaction. Instead of simply building information, people create entire communities comprised of self-built worlds and avatars centered around common interests, learning, or socialization in order to promote information exchange. With information systems (IS) classrooms quickly filling with the Google/Facebook generation accustomed to being connected to information sources and social networks all the time and in many forms, how can we best use these technologies to transform, supplement, or even supplant current pedagogical practices? Will holding office hours in a chat room make a difference? What about creating collaborative Web content with Wikis? How about demonstrations of complex concepts in a Virtual World so students can experiment endlessly? In this JISE special issue, we will explore these questions and more. 2. TYPES OF WEB 2.0 TECHNOLOGIES Web 2.0 technologies encompass a variety of different meanings that include an increased emphasis on user generated content, data and content sharing, collaborative effort, new ways of interacting with Web-based applications, and the use of the Web as a social platform for generating, repositioning and consuming content. The beginnings of the shared content nature of Web 2.0 appeared in 1980 in Tim Berners-Lee's prototype Web software. However, the content sharing aspects of the Web were lost in the original rollout, and did not reappear until Ward Cunningham wrote the first wiki in 1994-1995. Blogs, another early part of the Web 2.0 phenomenon, were sufficiently developed to gain the name weblogs in 1997 (Franklin & van Harmelen, 2007). The first use of the term Web 2.0 was in 2004 (Graham, 2005; O'Reilly, 2005a; O'Reilly, 2005b) "Web 2.0" refers to a perceived second generation of Web development and design that facilitates communications and secures information sharing, interoperability, and collaboration on the World Wide Web. Web 2.0 concepts have led to the development and evolution of Web-based communities, hosted services, and applications; such as social-networking sites, video-sharing sites, wikis, blogs, and folksonomies" (Web 2.0, 2009). The emphasis on user participation--also known as the "Read/Write" Web characterizes most people's definitions of Web 2.0. There are many types of Web 2.0 technologies and new offerings appear almost daily. The followng are some basic categories in which we can classify most Web 2.0 offerings. 2.1 Wikis A "wiki" is a collection of Web pages designed to enable anyone with access to contribute or modify content, using a simplified markup language, and is often used to create collaborative Websites. (Wiki, 2009). One of the best known wikis is Wikipedia. Wikis can be used in education to facilitate knowledge systems powered by students (Raman, Ryan, & Olfman, 2005). 2.2 Blogs A blog (weblog) is a type of Website, usually maintained by an individual with regular commentary entries, event descriptions, or other material such as graphics or video. One example of the use of blogs in education is the use of question blogging, a type of blog that answers questions. Moreover, these questions and discussions can be a collaborative endeavor among instructors and students. Wagner (2003) addressed using blogs in education by publishing learning logs. 2.3 Podcasts A podcast is a digital media file, usually digital audio or video that is freely available for download from the Internet using software that can handle RSS feeds (Podcast, 2009). …

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Web 2.0 and Virtual World Technologies: A Growing Impact on IS Education

The frequent citations to IS research suggest its role in advancing science.

Is information systems a reference discipline

Users struggle to protect personal information while completing transactions requiring a modicum of trust in today's e-business environment. E-businesses argue that they need personal information t...

Alan Rea

Papers

Web 2.0 and Virtual World Technologies: A Growing Impact on IS Education

Is information systems a reference discipline

Protecting Personal Information Online: A Survey of User Privacy Concerns and Control Techniques

Pedagogical methodology in virtual courses

Communication and Technology: Building Bridges across the Chasm