The ability to detect and accurately estimate the strength of interaction effects are critical issues that are fundamental to social science research in general and IS research in particular. Within the IS discipline, a significant percentage of research has been devoted to examining the conditions and contexts under which relationships may vary, often under the general umbrella of contingency theory (cf. McKeen et al. 1994, Weill and Olson 1989). In our survey of such studies, the majority failed to either detect or provide an estimate of the effect size. In cases where effect sizes are estimated, the numbers are generally small. These results have led some researchers to question both the usefulness of contingency theory and the need to detect interaction effects (e.g., Weill and Olson 1989). This paper addresses this issue by providing a new latent variable modeling approach that can give more accurate estimates of interaction effects by accounting for the measurement error that attenuates the estimated relationships. The capacity of this approach at recovering true effects in comparison to summated regression is demonstrated in a Monte Carlo study that creates a simulated data set in which the underlying true effects are known. Analysis of a second, empirical data set is included to demonstrate the technique's use within IS theory. In this second analysis, substantial direct and interaction effects of enjoyment on electronic-mail adoption are shown to exist.

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A Partial Least Squares Latent Variable Modeling Approach for Measuring Interaction Effects: Results from a Monte Carlo Simulation Study and an Electronic-Mail Emotion/Adoption Study

This conceptual article introduces a dynamic learning perspective of entrepreneurship that builds upon existing “dominant” theoretical approaches to understanding entrepreneurial activity. As many aspects of entrepreneurial learning remain poorly understood, this article maps out and extends current boundaries of thinking regarding how entrepreneurs learn. It presents key conclusions from emergent empirical and conceptual work on the subject and synthesizes a broad range of contributory adult, management, and individual learning literature to develop a robust and integrated thematic conceptualization of entrepreneurial learning. Three distinctive, interrelated elements of entrepreneurial learning are proposed—dynamic temporal phases, interrelated processes, and overarching characteristics. The article concludes by demonstrating how a “learning lens” can be applied to create further avenues for research in entrepreneurship from a learning perspective.

https://eprints.lancs.ac.uk/48679/1/Document.pdf

Toward a Dynamic Learning Perspective of Entrepreneurship

This research explores the learning process of entrepreneurs in relation to the parallel processes of personal and business development. Building on theories of individual learning and of the business life‐cycle, this paper discusses the impact of critical incidents from an individual perspective and, in particular, their role within entrepreneurial learning. A phenomenological case study approach was employed, with the sample consisting of six small business owners. The interviews concentrated on the developmental history of the business, focusing on critical incidents as they arose in the general conversation. The findings emphasise the complexity of the concept of “critical incident” and demonstrate that entrepreneurs often face prolonged and traumatic critical periodsor episodes, illustrating the emotionally‐laden nature of these events. Furthermore, the critical incidents described here resulted in fundamental, higher‐level learning, and highlight the need for mentoring support programmes designed to help entrepreneurs to interpret critical incidents as learning experiences, in order to increase the power of the learning outcomes. The authors conclude by stressing the need for further theory development that conceptualises the complex and dynamic interactivity between the individual and the business.

Learning by doing – An exploration of experience, critical incidents and reflection in entrepreneurial learning

Entrepreneurial learning from failure: An interpretative phenomenological analysis

Despite the ubiquity of business planning education in entrepreneurship, there is little evidence that planning leads to success. Following a discussion of the theoretical and historical underpinni...

Entrepreneurship Education: Toward a Model of Contingency-Based Business Planning

Modeling patients' acceptance of provider-delivered e-health.

Group support systems (GSS) provide both promise and puzzlement. Experimental studies of different systems over the years have resulted in conflicting findings --- sometimes enhancing group performance, at other times having no effect, and occasionally even resulting in worse performance for GSS-supported groups than for traditional groups. Researchers have speculated that the mixed results are due to a poor fit of the GSS with the group's task. A recent model of task-technology fit has provided a theoretical perspective from which to test this issue. In this paper, a theory of task-technology fit is tested by applying it to a selected set of published GSS experiments. Key constructs in the theory are operationalized via coding instruments, and the application of the coding scheme provides support for the theory.

A test of task-technology fit theory for group support systems

Antecedents and determinants of information technology habit

Patients' desire for online communication with their health care providers is likely to change the course of both telemedicine and e-health technologies.

E. Vance Wilson

Papers

Modeling patients' acceptance of provider-delivered e-health.

A test of task-technology fit theory for group support systems

Antecedents and determinants of information technology habit

Asynchronous health care communication

Perceived effectiveness of interpersonal persuasion strategies in computer-mediated communication