Dusan Lesjak

Bio: Dusan Lesjak is an academic researcher from University of Primorska. The author has contributed to research in topics: Higher education & Information technology. The author has an hindex of 11, co-authored 41 publications receiving 379 citations. Previous affiliations of Dusan Lesjak include University of Maribor.

Cyber Security Awareness, Knowledge and Behavior: A Comparative Study

Abstract: Cyber-attacks represent a potential threat to information security. As rates of data usage and internet consumption continue to increase, cyber awareness turned to be increasingly urgent. This stud...

Factors Affecting Evaluation of E-Business Projects.

Abstract: Purpose – Despite rapid expansion of e‐business, the research on corresponding evaluation is relatively rare. This paper studies the factors that impact how companies evaluate their e‐business projects.Design/methodology/approach – Paper starts with conceptualization of factors that affect the usage of e‐business evaluation. The empirical part is based on representative telephone survey (n=755) among Slovenian companies in 2003. The causal model (LISREL) was applied on this data.Findings – Only about one tenth of the companies with sizeable e‐business projects employs some type of formal e‐business evaluation. One reason for that might be high satisfaction with e‐business. Among formal methods return on investments and cost benefit analysis dominate. However, once a company decides to apply evaluation approach it will use more methods, usually three or four. The attitudes towards e‐business are the most important factors affecting the implementation of e‐business evaluation methods. Surprisingly little di...

Factors Affecting Evaluation of E-Business Projects

Abstract: Purpose – Despite rapid expansion of e‐business, the research on corresponding evaluation is relatively rare. This paper studies the factors that impact how companies evaluate their e‐business projects.Design/methodology/approach – Paper starts with conceptualization of factors that affect the usage of e‐business evaluation. The empirical part is based on representative telephone survey (n=755) among Slovenian companies in 2003. The causal model (LISREL) was applied on this data.Findings – Only about one tenth of the companies with sizeable e‐business projects employs some type of formal e‐business evaluation. One reason for that might be high satisfaction with e‐business. Among formal methods return on investments and cost benefit analysis dominate. However, once a company decides to apply evaluation approach it will use more methods, usually three or four. The attitudes towards e‐business are the most important factors affecting the implementation of e‐business evaluation methods. Surprisingly little di...

E-Learning and Study Effectiveness

Abstract: After the initial e-learning enthusiasm, we have finally reached a stage of sobriety (similar to the burst of the dot.com bubble in business). In the paper, a case of blended learning approach in higher education is presented that is part of a wider nationally financed research project about ICT and e-learning. The research results presented in the paper showed that ICT per se does not improve e-learning effectiveness. Only the use of different teaching strategies (methods of teaching and learning) from those used in traditional education can improve study effectiveness in e-learning.

Characteristics and impacts of ICT investments: perceptions among managers

Abstract: Purpose – The purpose of this paper is to study the characteristics and impacts of information‐communication technology (ICT) investments as perceived by ICT managers.Design/methodology/approach – The paper starts with an overview and a conceptualisation. The empirical part is based on a national RIS 2005 representative telephone survey (n=727) of companies in Slovenia. With respect to ICT developments the Republic of Slovenia, situated between Italy, Austria, Hungary and Croatia, is a typical (median) country of the European Union.Findings – The size of ICT investments strongly determined the perception of ICT investments, but it had surprisingly little impact on its structure (i.e. hardware, software, education …). Satisfaction with ICT investments was relatively low, particular in small companies. One reason for this was the suboptimal implementation, particularly the lack of accompanying measures (e.g. education, organisational changes). The ICT investments brought considerable changes for the interna...

Graduate Employability, 'Soft Skills' Versus 'Hard' Business Knowledge: A European Study

Abstract: There is a growing awareness in the UK and mainland Europe of the importance of higher education to the development of a knowledge-based economy. European universities are increasingly required to produce highly mobile graduates able to respond to the ever-changing needs of the contemporary workplace. Following the Bologna Declaration (19991. 19 June 1999 . “The European Higher Education Area” (Bologna Declaration), Joint Declaration of the European Ministers of Education, Bologna, higher education across Europe has expanded rapidly. This has resulted in questions being raised about the quality of the graduate labour market and the ability of graduates to meet the needs of employers. This paper analyses graduate and employer perspectives of graduate employability in four European countries (UK, Austria, Slovenia and Romania). In doing so it adds to current debates in this area.

Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study

Abstract: The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English classes. The independent variable was information technology-integrated instruction (ITII) on two different levels - lecture-type ITII (comparison group) and DST (experimental group). Both quantitative and qualitative data were collected, including English achievement and critical thinking scores, questionnaire responses for learning motivation, as well as recordings of student and teacher interviews for evaluating the effectiveness of DST in learning. Descriptive analysis, analysis of covariance (ANCOVA), multivariate analysis of covariance (MANCOVA), and qualitative content analysis was used for evaluating the obtained data. Our findings indicate that DST participants performed significantly better than lecture-type ITII participants in terms of English achievement, critical thinking, and learning motivation. Interview results highlight the important educational value of DST, as both the instructor and students reported that DST increased students' understanding of course content, willingness to explore, and ability to think critically, factors which are important in preparing students for an ever-changing 21st century.

Strategic planning for information systems

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Secrets and Lies: Digital Security in a Networked World

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