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Professor Pavlou explains how swift guanxi can facilitate online transactions
Professor Paul Pavlou explains that “guanxi” is “a close and pervasive interpersonal relationship” which has received little attention in e-commerce theory and practice, perhaps due to impersonal nature of online markets that assume that no interpersonal relationships exist or are necessary for online transactions to take place. He proposes that computer-mediated-communication (CMC) technologies can mimic traditional interactive face-to-face communications and enable a form of guanxi in online contexts, what he and his colleagues call in this research swift guanxi – consumer’s perception of a swiftly-formed interpersonal relationship with a seller that consists of mutual understanding, reciprocal favors, and relationship harmony.
In the research, they develop a model that explains how a set of CMC technologies (instant messaging, message box, feedback system) facilitate repeat transactions with sellers by building swift guanxi by mimicking interactivity and presence with sellers. Longitudinal data from 338 buyers in TaoBao (www.taobao.com), China’s leading online marketplace show that the effective use of CMC tools helps build swift guanxi by enhancing the consumer’s perceptions of interactivity and presence with sellers. In turn, swift guanxi predicts consumers’ actual repurchases from sellers on Taobao in the future, supporting the ability of IT-enabled CMC technologies to build guanxi and facilitate online transactions.
The research is forthcoming in Ou, Carol, Paul A. Pavlou, and Robert Davison (2013), “Swift Guanxi in Online Marketplaces: The Role of Computer-Mediated-Communication Technologies,” MIS Quarterly, (forthcoming).
Professor Pavlou was recently ranked number 1 in the world for research productivity, learn more…
New Business Analytics Minor in Collaboration with Statistics
The Management Information Systems department is pleased to announce a new Business Analytics Minor in collaboration with the Fox School’s Department of Statistics. The coursework exposes students to hands-on, cutting edge tools and techniques in predictive modeling, forecasting, association mining, cluster analysis, decision trees, unstructured “big” data, sentiment analysis, and experimental design. Students will develop skills in these areas and learn to apply them, enhancing their knowledge and marketability. The Business Analytics Minor is appropriate for all business majors who want to be at the forefront of using data effectively in their discipline.
Learn more…
Attention Fox School of Business: Time to Nominate a Leader!
Yes, it’s that time of year again, time to nominate a Fox IT Awards leadership award winner!
Is there an administrator, faculty member, or student who you feel made a significant contribution to the students and extended community of the MIS department during the calendar year 2011?
Complete the nomination form for a deserving recipient TODAY!
These three awards await your nominations:
Student Leadership – Awarded annually to a student who has made a significant contribution to the students and extended community of the MIS department.
Eligibility: All full time undergraduate MIS students, all full and part-time MIS graduate students.Faculty Leadership – This award is given annually to a faculty member who has made a significant contribution to the students and extended community of the MIS department.
Eligibility: Full and part-time faculty who have been employed at Temple for at least two semesters including the current term.Administrative Leadership – This award is given annually to an administrator who has made a significant contribution to the students and extended community of the MIS department.
Eligibility: Full time administrators of the Fox School of Business and Management (or other Temple U. administrators who have been employed at Temple for at least two semesters including the current term.
Thank you for your attention to this important matter!
Alumni Signup Form
[form table_name=alumni_regform email=”misweb@temple.edu”]
Portfolio points
port•fo•li•o (pôrt-fo¹lê-o´, port-) noun – The collection of materials which are representative of a person’s work: a photographer’s portfolio; an artist’s portfolio of drawings.
As an entry-level IT professional, what is in your portfolio? Besides your transcript and your diploma, what do you have to show to employers that you are going to be a successful IT professional? At Fox MIS, students show their academic and professional development success by:
- creating and maintaining a digital identity (e-portfolio)
- (new) compiling a required portfolio of professional development activities that is based on acquiring points for each activity
- (new) gaining recognition for their achievements through the e-portfolio wire and portfolio point leader board.
MIS students start to develop a portfolio in their first MIS class and continue to receive opportunities to add to their portfolio as they progress through the curriculum. Checkpoints throughout the curriculum make sure that students stay on course to graduate with the required number of minimum points. Students receive points for participation in professional development activities and for applying academic learning to practice (e.g., internships, student organization leadership). Students showcase their achievements on e-portfolios.
The portfolio points program was started in spring 2012 by Professor Mart Doyle.
Professional Achievement Program
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Professional achievement is professional development, career knowledge, leadership, networking, and readiness for the workplace. Professional achievement is different from academic achievement, both are important. Employers expect that new hires will have the skills and knowledge to perform their job and the street savvy, communication skills, and relevant experiences to hit the ground running. A high level of professional achievement shows employers that you can apply learning to practice, and that you can work with your peers and accomplish goals. Academic achievement is measured by GPA, professional achievement is measured by professional achievement points.
Fox MIS majors benefit from an innovative one-of-a-kind three part professional achievement program:
- Earn 1000 points (minimum) for professional development activities and for applying learning to practice (e.g., internships, student leadership)
- Receive recognition for professional achievement on leaderboards, badges, professional achievement wire, and e-portfolios
- ‘Cash-in’ reward points at the exclusive MIS Points Store and receive professional achievement cash awards.
All about points
For each approved professional development activity, students will receive Professional Achievement points and an equivalent number of Reward points. Professional achievement points count toward point levels, the 1000 point graduation requirement, and the leaderboard. Professional Achievement points never expire and typically always increase while Reward points decrease when used in the FOX MIS store. Students submit point requests through their e-portfolios on which they receive professional achievement badges. Professional achievement leaders are featured on the front page of the MIS Community platform. MIS students receive professional achievement awards and ‘cash’ in Reward points for branded merchandise and experiences in the FOX MIS Store.
BBA in MIS graduation requirement
All BBA in MIS students are required to earn a minimum of 1,000 points before graduation. Students who fail to earn 1,000 points will not graduate! Checkpoints have been established in specific courses to ensure success in meeting the point requirement.
Point guidelines
- Points must be claimed within 3 months of the end of the activity/event.
- New MIS majors have a one-time exception to the 3 month limit. Please collect evidence of all relevant activity and submit as one package within 3 months of becoming a major to misdept@temple.edu.
- Points are deducted if you sign up for an activity and are a ‘no show.’
FAQ
What is an e-portfolio?
Just as an artist compiles a collection of representative projects, MIS professionals compile a collection of professional achievements. The e-portfolio showcases academic and professional achievement. Earn points for creating a basic e-portfolio and then later in your academic career, earn more points for creating an advanced e-portfolio! Click here to learn more. All MIS majors will create an e-portfolio that includes the professional achievement widget. Students will request work experience related points by submitting a new point request on the e-portfolio and that process will automatically add a post to their site.
What are professional achievement points?
Earn professional achievement points for each approved professional development activity (e.g., internships). Professional achievement points never expire, they count toward the 1000 point graduation requirement. The only exception is if you are a no-show for a formal pre-registered activity.
How do I add the Professional Achievement widget?
- Login to your E-portfolio dashboard
- Select Appearance and then Widgets on the left
- Drag the Widget titled “Professional Achievement” to the primary sidebar of your site.
- You are done! The widget will automatically display the appropriate badge and summary of points earned. As you gain more points and move up a level, the widget will automatically display the new badge.
What are reward points?
For each approved professional development activity, you will also earn reward points. Reward points are deducted each time you make a purchase in the MIS points store.
What can I earn points for?
See the Professional Achievement Points page for a complete list of point earning opportunities
- Internships and IT related work: Earn points for IT related internships, part-time work, and project work. May not receive multiple internship points for work done at the same company
- AIS: Active participation in AIS earns points. A leadership role earns more points.
- Professional development and networking: Earn points for participating in a competition, attending a career fair, or creating an advanced e-portfolio.
How are points awarded?
Professional achievement and reward points are awarded automatically for department sponsored (e.g., attending the IT awards, participating in the IT Career fair) or AIS sponsored activities (e.g., serving as an active AIS member). New for fall 2015, to receive points for IT related work experience such as an internship, please submit a point request on your e-portfolio (see below).
How do I get points for IT related work experience?
- Create one PDF that includes the offer letter (must be on company letterhead) and contact information including name, title, email, and phone number of the HR professional or hiring manager who can verify the work experience. You can only submit one attachment so include all pertinent information in one PDF (click here for help). If the above information is missing, the submission will be rejected.
- Login to your e-portfolio and access the Dashboard.
- Select Points on the left and click Add New (this will add a special type of post to the e-portfolio).
- Type in a descriptive title (e.g., project management at XYX Corp.) and a short description of what you learned from the experience, also include background on the firm, and a review of your role.
- Select the relevant point category type on the right and the above PDF.
- Click Publish to immediately display the post on the e-portfolio.
- The system will inform you when the point request has been approved.
Why are points deducted?
Professional achievement points are deducted if you sign up for an activity and are a ‘no show.’ For example, if the activity is worth 25 points, then the exact same number of points will be deducted if you are a ‘no show’ for the activity. The department and AIS work hard to provide professional development opportunities. If you are a ‘no show’ and do not make prior arrangements then that shows a lack of professional development which is reflected in the point deduction.
How do I check points?
- Login to your e-portfolio and look at the Dashboard.
- In the Dashboard, you will see current points, badge earned (see below), points needed to get to the next level, and a list of prior points.
What if points are missing?
It may take up to two weeks for the points to be posted. If you still do not see the points, please send an email to misdept@temple.edu.
What are the levels of professional achievement?
- Grand Master: The pinnacle of professional readiness. Grand Master’s have extensive experience in engaging with industry, have demonstrated extensive leadership and communication skills, and are likely to take on leadership roles in the future.
- Master: The master of professional achievement. Master’s have gone above and beyond all the basic requirements and excelled in every category of professional development, career knowledge, networking and are expected to be stars in their careers.
- Candidate: The complete well rounded student. Candidates have excelled in meeting all the department’s requirements for professional development. They are ready for the workplace!
- Apprentice: Apprentices have started investing in their professional development early and are well on track to meet the department’s requirements for professional achievement.
What is the FOX MIS Points store?
The FOX MIS Points Store was created to recognize the professional achievements and contributions of the students and alumni of the Fox School’s Department of Management Information Systems. Click here for more information.
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3 Key Lessons I Learned in 5 semesters of College Course Gamification
Back in Spring, 2011 I decided to implement gamification for my Social Media Innovation course at Temple University Fox School of Business. Each semester I’ve add more components or tweaked the implementation of our Social Media Innovation Quest.
Students can instantly earn points and badges for creating a blog, creating blog posts, commenting, and a handful of surprise WordPress-related activities. There’s also several dozen more complex activities they can submit for review, with those achievements being granted every 24-48 hours.
Badges used in Fall 2012
The class website displays a leaderboard with the twelve highest scoring students. Finally, at the end of each weekly class meeting students an even larger list of students are recognized for “leveling-up.”
Here are three key lessons I have learned through student feedback.
1) Students report that the experience is fun and motivates them to do more work:
It adds an extra element of fun, which I think engages class more so than not. Definitely not time wasted.
I think this approach works well. I know for me personally it pushes me to do more activities and comment on posts more. I am not sure why that it but it does make things a little more competitive.
There is a lot of information and tasks to be done in this course. With that said I enjoy the gamification aspect of it because it gives these tasks we need to complete a sense of urgency and fun.
I loved this course and I enjoyed everything about it. … After learning how to get the information it was definitely motivational to see your name on the leader board even if it was for just a week or two.
I really enjoyed the gamifying of this course. It motivated me to be more up-to-date with the course materials. I just think it’s a nice little morale boost to have this kind of approach to a class. Although I’m not at the top of the leaderboard, it’s still fun to see how far I’ve come along. Gamifying also helped me become more proactive in my work.
The gamifying approach this course took made it so much more enjoyable for me to learn as a student. Not only was I learning, but I was earning points while learning the content.
Don’t change anything. This has been my favorite course at Temple. It was so enjoyable that the class came to be a hobby of mine.
2) The biggest boosts to motivation come from competing with other students, a sense of accomplishment, and recognition.
I wish more professors would gameify their courses. Gamification enables students to be academically competitive without accessing each other’s grades, and it’s my belief that it encourages students to participate more.
I think it adds a little more fun to the class. Although it isn’t something that I feel like I need to check every day it is a cool feeling to get points for assignments. I always get a little excited when I get an email that I unlocked an achievement.
I really like it. I like classes where I am able to turn things in on my own time. I am good at setting my own pace, so I was extremely successful at completing all of the projects in a timely manner without having to cram. I think gamifying the course is a great idea because it lets you know how you are doing compared to the rest of the class as well as who’s blog to check out as an example of an activity.
I personally like the gamifying approach because this particular course involves a great deal of outside the classroom work. Virtually all of our assignments are digital, so providing an interactive feedback system that keeps the students attention is helpful.
The badges helped me track what I had done and also provided reassurance that what I had submitted was received.
I very much enjoyed the freedom and flexibility that was offered with this class with the incentive that came from the Quest. It encouraged me to be a bit more aggressive, and who doesn’t like getting class recognition for your hard work??
3) There is a small percentage of students who do not find gamification motivational. (My best estimate is this is up to 5-10% of the students who have taken my course.) Even then, their view tends to be more neutral than negative.
I don’t like it because I am not into gaming but; I do appreciate your attempt to explore new options in order to keep up with technological trends. However, I don’t think you should do away with it in the future if it helps to engage students who otherwise wouldn’t be.
Honestly I didn’t pay much attention to it. I had so much else to worry about that being on a leader board didn’t seem to be the top priority for the class. My main goal was to complete the assignments I had to complete.
In summary, it has been a rewarding experience to gamify a college course. I think there is great potential for adding gamification to classes, particularly when coupled with self-directed learning.
Notes:
- This post is an update to an earlier description of the Gamification of MIS3538.
- The quotes are from students who took the class in Fall, 2012 and represent a full cross-section of performance (e.g., low-, medium-, and high-achievers). Average class size has been roughly 50 students per semester
- Press coverage of the gamfication of this course is available here.
MIS Community v3.0
The third major revision of the MIS Community site has been finalized and deployed. The theme of this version is an intense focus on realizing the ‘community’ people-centric vision:
- The home page layout is logically organized around News (on the left), In-depth content (middle), and Community (the sidebar on the right). This design metaphor is applied everywhere. For example, the BBA in MIS program page includes content on the left and (relevant) community on the right. If you are a top student, you might see yourself on there!
- Every single page on the main site has been updated and is now focused on the community vision. Related to that, the new totals widget (top right of the home page) shows the full breadth of our community and all the items are clickable – click the “activity today…” to see what is going on today!
- The new E-portfolio wire showcases the professional interests and accomplishments of students. If a student adds a skill, job interest, updates their job status, changes their major, or submits their e-portfolio. You will see it first on the e-portfolio wire!
- The site has been re-architected from the ground up to increase performance. You have likely seen performance improvements in the last few weeks. They include (a) a mobile responsive theme that will adjust to different devices, screen sizes, and connection speeds (try the site on your mobile device), (b) custom developed plugins by the MIS department that add community relevant features, (c) feed aggregation that allows us to continue integrating multiple sources of content through RSS but without the performance hit. This was a massive behind the scene effort and critical toward allowing us scale the site and concept.
- Social integration, so that you can leave comments on the site or push pages to the main social platforms (e.g., Facebook). The department also has related sites on Facebook, LinkedIn, and Flickr.
- We will be rolling out more updates in the next few weeks as well as new student e-portfolio themes. We are also starting to help other academic units at Temple catch the community wave, but the MIS community site was the first and will remain the gold standard! Stay tuned.
The MIS community site is a unique learning, collaboration, and social platform; there is no other like it. And now it is better and even closer to the community vision.
