Renée J. Fontenot

Bio: Renée J. Fontenot is an academic researcher from Georgia College & State University. The author has contributed to research in topics: Likert scale & Business communication. The author has an hindex of 3, co-authored 5 publications receiving 1295 citations.

Does sample size matter in qualitative research?: A review of qualitative interviews in IS research

Abstract: This study examines 83 IS qualitative studies in leading IS journals for the following purposes: (a) identifying the extent to which IS qualitative studies employ best practices of justifying sample size; (b) identifying optimal ranges of interviews for various types of qualitative research; and (c) identifying the extent to which cultural factors (such as journal of publication, number of authors, world region) impact sample size of interviews. Little or no rigor for justifying sample size was shown for virtually all of the IS studies in this dataset. Furthermore, the number of interviews conducted for qualitative studies is correlated with cultural factors, implying the subjective nature of sample size in qualitative IS studies. Recommendations are provided for minimally acceptable practices of justifying sample size of interviews in qualitative IS studies.

Recreating the principles of marketing group project: a case study in service learning

Abstract: Assurance of learning initiatives are increasing demanded by accrediting agencies and university stakeholder groups. Among these is an expectation that students can bridge classroom theories with real world experiences. Many professors feel that group projects give students the closest thing to a real world experience that they can get in the classroom. This article details a practical example that builds on the service learning literature. The project stressed the principles of the course and benefitted a local charity simultaneously. Students encountered challenges similar to problems typical of a true business environment while learning the benefits of civic engagement.

Predictors of Enrolling in Online Courses: An Exploratory Study of Students in Undergraduate Marketing Courses.

Abstract: An exploratory study of undergraduate students enrolled in marketing courses at a Southeastern regional university was conducted to determine the motivations and characteristics of marketing students who plan to be online learners and examined for differences between those who have taken and those who have not taken online classes. An online survey of Likert scales, openended questions and demographic questions was sent via class learning management websites. A total of 165 students of the 438 invited to participate completed the survey. A structural model was developed using SMART-PLS to estimate the relationships of constructs that predict taking online courses. Results of the study showed differences in predictors of those that have taken online courses compared to those who plan on taking online courses. A significant predictor of those planning on taking online courses is quality of learning while a significant predictor of those who have taken online courses is scheduling and timing. The results can be used to examine ways to improve/enhance the student’s educational experience, as well as an institution’s effectiveness in attracting the growing body of online learners.

A comparison of study abroad and globalization attitudes among information systems, computer science, and business students: recommendations for is curriculum design

Abstract: The objectives of this study were to identify IS students’ (1) study abroad desires, (2) study abroad beliefs, (3) study abroad preferences, (4) globalization beliefs, and (5) the factors that predict study abroad desires, and provide IS educators with recommendations for increasing student participation in study abroad programs. A survey was conducted of a sample of 339 IS, business, and CS majors. Most IS and business students express strong interest in studying abroad. In a regression analysis, study abroad career beliefs and major were significant predictors of desire to study abroad. Upper class majors approached significance in being less likely to desire studying abroad, and upper income students approached significance in being more likely to desire studying abroad. Globalization beliefs and gender were not significant predictors of desire to study abroad. Major conclusions include the following: (1) IS majors’ study abroad destination choices are not strategic; (2) IS majors report that parents have more influence on their study abroad decisions than friends, instructors, and advisors; (3) IS majors express strong agreement that studying abroad and working effectively with members of other cultures is important to their careers; and (4) beliefs about the impact of globalization on the economy and gender are not predictors of desire to study abroad. The conclusion resulted in 15 recommendations for IS educators.

Expert-to-Matrix: Improved Learning and Improved Outcomes in Principles of Marketing

Abstract: Renee J. Fontenot (e-mail: renee.fontenot@gcsu.edu) is Associate Professor of Marketing, Joe Schwartz (e-mail: joe.schwartz@gcsu.edu) is Associate Professor of Marketing, Douglas A. Goings, (e-mail: douglas.goings@gcsu.edu) is Professor of Information Systems and Business Communication and Judy J. Johnson, (e-mail: judy.johnson@gcsu.edu) is Instructor of Business Law, The J. Whitney Bunting College of Business, Georgia College and State University.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.