Information systems researchers have recently begun to propose models that include formatively specified constructs, and largely rely on partial least squares (PLS) to estimate the parameters of interest in those models. In this research, we focus on those cases where the formatively specified constructs are endogenous to other constructs in the research model in addition to their own manifest indicators, which are quite common in published research in the discipline, and analyze whether PLS is a valid statistical technique for estimating those models. Although there is evidence that covariance-based approaches can accurately estimate them, this is the first research that examines whether PLS can indeed do so. Through a theoretical analysis based on the inner workings of the PLS algorithm, which is later validated and extended through a series of Monte Carlo simulations, we conclude that is not the case. Specifically, estimates obtained from PLS are capturing something other than the relationship of interest when the formatively specified constructs are endogenous to others in the model. We show how our results apply more generally to a class of models, and discuss implications for future research practice.
Researchers in a number of disciplines, including Information Systems, have argued that much of past research may have incorrectly specified the relationship between latent variables and indicators as reflective when an understanding of a construct and its measures indicates that a formative specification would have been warranted. Coupled with the posited severe biasing effects of construct misspecification on structural parameters, these two assertions would lead to concluding that an important portion of our literature is largely invalid. While we do not delve into the issue of when one specification should be employed over another, our work here contends that construct misspecification, but with a particular exception, does not lead to severely biased estimates. We argue, and show through extensive simulations, that a lack of attention to the metric in which relationships are expressed is responsible for the current belief in the negative effects of misspecification.
Advances in information and communication technologies have fueled rapid growth in the popularity of technology-supported distributed learning (DL). Many educational institutions, both academic and corporate, have undertaken initiatives that leverage the myriad of available DL technologies. Despite their rapid growth in popularity, however, alternative technologies for DL are seldom systematically evaluated for learning efficacy. Considering the increasing range of information and communication technologies available for the development of DL environments, we believe it is paramount for studies to compare the relative learning outcomes of various technologies. In this research, we employed a quasi-experimental field study approach to investigate the relative learning effectiveness of two collaborative DL environments in the context of an executive development program. We also adopted a framework of hierarchical characteristics of group support system (GSS) technologies, outlined by DeSanctis and Gallupe (1987), as the basis for characterizing the two DL environments. One DL environment employed a simple e-mail and listserv capability while the other used a sophisticated GSS (herein referred to as Beta system).Interestingly, the learning outcome of the e-mail environment was higher than the learning outcome of the more sophisticated GSS environment. The post-hoc analysis of the electronic messages indicated that the students in groups using the e-mail system exchanged a higher percentage of messages related to the learning task. The Beta system users exchanged a higher level of technology sense-making messages. No significant difference was observed in the students' satisfaction with the learning process under the two DL environments.
Recent empirical work by Compeau and Higgins (1995) investigated the role of behavioral IX modeling training in the development of computer skills. Their efforts have provided insight into our understanding of the role of computer self-efficacy (CSE) and behavioral modeling (BM) techniques with regard to training effectiveness. Contrary to their expectations, however, several of the hypothesized relationships were not supported, especially those relating to outcome expectancy. In this paper, an empirically derived model of the (SE construct proposed by Marakas, Yi, and Johnson (1998) is offered to highlight potential theoretical, methodological, and measurement issues which may have contributed to or exacerbated the unexpected results obtained in the Compeau and Higgins study. The empirical work contained herein is intended to both replicate and extend the work of Compeau and Higgins and to assist in resolving several key issues left unsettled by their seminal work in this area.
The determination of information requirements is one of the most crucial stages in the software design and development process (Montezemi 1988). It is during this stage that the greatest degree of interaction occurs between the analyst and the user (Lauer et al. 1992). Despite the system development method employed, the functional success of many aspects of requirements determination ultimately rests on how wall the user(s) and analyst(s) communicate (Holtzblatt and Beyer 1995). The purpose of this paper is to report the results obtain from a laboratory experiment that investigated the effects of a semantic structuring process of inquiry on the process of interview-derived information acquisition and the subsequent overall correctness of the logical representation of the facts obtained. The study focused on the specific question types used by systems analysts and the role their semantic construction played in representing the information flows in a business system. Three underlying semantic patterns of questions emerged from the analysis. The results showed that certain question types were associated with increased accuracy of logical representations regardless of analyst experience level. Further, the semantic and process patterns that emerged were also directly related to accurate representation of facts and demonstrated an experience-level independence. The results indicate that disciplined questioning strategies are not necessarily learned from practice and they can be improved via structured training. Each of the patterns provide insight into the questioning process employed and the effectiveness of different strategies of inquiry. Implications for both the practitioner and the academic research communities with regard to analyst interview behavior are discussed.
Despite the recent empirical interest and advances in research with regard to the construct of computer self-efficacy (CSE), the results obtained to date have, in some cases, been either equivocal or contradictory. We suggest that such results may be attributable to a general lack of attention to the dynamic, multileveled, and multifaceted nature of the computer self-efficacy construct. We offer examples from the extant (SE literature suggesting weaknesses in existing measures of the construct as well as issues associated with manipulations and the need for control of antecedent and consequent factors directly associated with CSE. The objectives of this paper are: 0) to provide a thorough review of the extant literature related to CSE; (2) to present an integrated model of empirical findings, constructed from a wide variety of disciplines, that comprehensively defines the multifaceted nature of task-specific CSE in terms of its antecedent, consequent, and moderating factors; (3) to present a conceptual model of CSE at the general versus task-specific level; and (4) to use the two models of CSE to proffer guidelines for both measurement and manipulation of the construct. Through our review of the CSFS literature, we offer several thoughts regarding the nature of the empirical results obtained to date. The combined objectives serve as a basis for establishing a foundation upon which future research investigating the CSE construct can be based.