J
Jason M. Riley
Researcher at Sam Houston State University
Publications - 13
Citations - 158
Jason M. Riley is an academic researcher from Sam Houston State University. The author has contributed to research in topics: Purchasing & Population. The author has an hindex of 4, co-authored 12 publications receiving 103 citations. Previous affiliations of Jason M. Riley include College of Business Administration.
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How internal integration, information sharing, and training affect supply chain risk management capabilities
TL;DR: In this paper, the authors determine if internal integration, information sharing, and training constitute direct antecedents to organizations' warning and recovery capabilities, in both a direct and indirect manner.
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Nursing students' commitment and the mediating effect of stress
TL;DR: Evidence from the nursing students in this study indicates that their level of commitment to nursing programs is harmed by high levels of experienced stress, and insights from this study can be used to better develop recruitment and retention programs.
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How logistics capabilities offered by retailers influence millennials’ online purchasing attitudes and intentions
Jason M. Riley,Richard G. Klein +1 more
TL;DR: In this article, the authors examined how tracking capabilities, delivery speed, trust, logistics carriers reputation, people important to the consumer and online reviews influenced Millennials' online purchasing attitudes and intentions.
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Incorporating the Predictability of Consequences into a Disruption Management Framework
TL;DR: In this paper, the authors introduce a disruption management framework that incorporates both the probability of disruption and the predictability of consequences, and the resulting model prescribes one of four supply chain strategies: flexibility, risk and loss mitigation, agility, and resilience.
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How Mode of Delivery Affects Comprehension of an Operations Management Simulation: Online vs Face-to-Face Classrooms
TL;DR: It was found that for the face-to-face population, this study found that team interaction, previous software experience, instructor’s guidance and simulation”s ease of use affected student comprehension.