Titel: Små och medelstora företags anpassning till sociala medier. Nivå: Examensarbete för kandidatexamen i företagsekonomi. Författare: Felix Sjölinder, Mattias Bergman. Handledare: Jonas Molin, Lars-Johan Åge. Datum: 2018 - maj. Syfte: Denna studies syfte är att utifrån innovation-decision processen skapa en förståelse för vilka anpassningsfaktorer som påverkar små och medelstora företag att anta eller avstå sociala medier. Metod: Då studiens syfte är att skapa en förståelse för forskningsämnet har en kvalitativ metod tillämpats där innovation-decision processen har legat till grund för att studera små och medelstora företags relation till Facebook, Instagram och Youtube. Semistrukturerade intervjuer har utförts med tolv företag för att samla in empiriskt material. Resultat & Slutsats: Studiens resultat visar att det är flera externa- och digitala egenskaper som påverkar att SMEs antar eller avstår sociala medier. Företagens miljöomgivning samt uppfattade egenskaper som SMEs anser att sociala medier har påverkar hur de antar dessa till sin verksamhet. Miljöomgivningen påverkar även företagen att avstå sociala medier samtidigt som brist på tid, kunskap och intresse är ytterligare påverkande faktorer för detta. Förslag till fortsatt forskning: Eftersom vår studies syfte inte varit att studera vilka specifika egenskaper hos sociala medier som små och medelstora företag söker, anser vi att detta kan vara en intressant aspekt för framtida forskning. Samband mellan ålder på ägare av företag och hur väl sociala medier används var något som framkom. Fortsatt forskning kring demografiska egenskapers påverkan skulle därför vara intressant. Uppsatsens bidrag: Genom studien har en förståelse skapats för vilka anpassningsfaktorer som gör att SMEs i Sverige väljer att anta eller avstå sociala medier. Eftersom få SMEs använder sociala medier i sin verksamhet kan denna förståelse ligga till grund för att öka företagens tillämpning av sociala medier. Genom studien uppmärksammar vi de positiva samt negativa faktorerna som förekommer i adoptionsprocessen av de tre sociala medierna Facebook, Instagram och Youtube. Nyckelord: Sociala medier, Innovation-decision, Adoption.

The aim of this study is to identify teachers’ professional opinion of SchoolSoft, a learning platform that is used in all public schools on Gotland, Sweden. Qualitative group interviews with a total of twelve teachers, together with the results of a questionnaire that the participating teachers filled in provided the data for this study. The participating teachers all worked in Swedish grundskolan(compulsory primary- and lower secondary school). The teachers’ opinions of Schoolsoft were identified by subjecting the data to a content analysis.    The results of this study show that the teachers who participated in the study used only a handful of the many available functions of SchoolSoft. They explained that whilst there are some useful functions of the software there exist a plethora of issues, primarily pertaining to its lacking ease of use. Using the Technology Acceptance model, the relationship between perceived ease of use and perceived usefulness can explain the teachers’ overwhelmingly negative opinion of SchoolSoft. Furthermore, it became apparent that only one of the twelve teachers had received any formal training in the usage of SchoolSoft, despite the fact that all teachers on Gotland are required to use it. This fact is likely associated with the teachers critique of the software’s ease of use. An analysis of the teachers’ usage of SchoolSoft through the Innovation-Decision Model shows that the teachers who participated in this study, being long term users of the learning platform and therefore having already progressed through the preceding stages of the model, were all in the conformation phase. The majority of whom indicating that they would neither like to increase their usage of SchoolSoft or continue using it to the same degree.    When questioned if the compulsory usage SchoolSoft affects their freedom to structure their teaching in the way they see fit (Swedish: friutrymme) the teachers responded that it does not. They plan their lessons however they want regardless. They did however indicate that as a result their transparency towards their students’ parents is limited because the teachers are not always able to publish their lesson plans on the learning platform.

This study is a thesis project for the program Civilingenjör och Lärare at KTH. The study was conducted in spring 2014 in collaboration with Komplementskolan AB which has developed the educational material Studi.se, the focal point of this study. The overall aim of the study is to increase the knowledge of the participant teachers’ conception and use of the educational material Studi.se. The second purpose is to increase knowledge about the forms of use some of these teachers apply or claim to apply when using Studi.se. Theoretical framework used is constructivism and the notions of Piaget: adaptation, assimilation and accommodation. Roger’s Innovation-Decision process and Puentedura’s SAMR-model have been the analysis tools used. The method used is that of triangulation where action research has been supplemented by questionnaire, interviews and observations, as well as the analysis of logged data over schools' test periods. The results show that one of the main reasons for using Studi.se is that the educational material has a good basic level which to a great extent fit the needs of students with special needs. Additional reasons for using Studi.se are that the educational material is simple, time saving and suitable for reviewing and repetition. Reasons for not using Studi.se is an initial lack of time, the cost, lack of transparency at first glance and the perceived challenge given through the material. Studi.se is primarily used as a supplement to the regular curriculum where the material is mainly used individually in the form of repetition, variation and to cover things that the students have missed. / Denna studie utgör ett examensarbete på programmet Civilingenjör och Lärare, inom teknik och lärande på KTH. Studien har utförts under våren 2014 i samarbete med Komplementskolan AB som tagit fram läromedlet Studi.se kring vilket arbetet kretsat. Studiens övergripande syfte är att öka kunskapen om de skäl lärarna i studien ger uttryck för, för att använda eller inte använda läromedlet Studi.se. Det andra syftet är att öka kunskapen om de användningsformer några av lärarna tillämpar eller säger sig tillämpa vid användande av Studi.se. Studien utgår från ett konstruktivistiskt perspektiv med stöd i Piagets begrepp adaptation, assimilation och ackommodation. Rogers Innovation-Decision process och Puenteduras SAMR-modell utgör arbetets analysverktyg. Insamlingen av data har skett genom en metodtriangulering där aktionsforskning har kompletterats av enkätundersökning, intervjuer och observationer samt av analys av loggad data över skolors testperioder. Studiens resultat visar att ett av de främsta skälen för att använda Studi.se är att ämnesmaterialet håller en bra grundläggande nivå som i stor utsträckning passar elever med särskilda behov. Ytterligare skäl för användande är att läromedlet är enkelt, tidsbesparande och lämpar sig för repetition. Skäl till att inte använda Studi.se är en initial tidsbrist, kostnaden, brist på tydlighet i första mötet och upplevd avsaknad av utmaning i materialet. Studi.se används i huvudsak som ett komplement till den ordinarie undervisningen där materialet framförallt används individuellt i form av repetition, variation och för att täcka upp sådant som eleverna missat.

Concerns over the environmental impacts of the transport sector have led to the United Kingdom (UK) Government establishing a legally binding commitment of an 80% reduction in greenhouse gas emissions by 2050 (relative to the 1990 baseline) through the Climate Change Act 2008. The decarbonisation of the transport sector by 2050 will substantially contribute towards achieving this target. Technological innovations, therefore, have an important role in supporting policy objectives. One innovation that is being developed for this purpose in the transport sector is an alternative fuel vehicle. While there are several alternative fuel vehicle technologies, the only two with zero tailpipe (exhaust) emissions are battery electric vehicles and hydrogen fuel cell vehicles. Both of these technologies are not yet at a stage in their development where they can successfully compete with conventional fuel vehicles (internal combustion engine vehicles). They face a variety of technological hurdles that include range, performance, cost, and infrastructure. Hydrogen fuel cell vehicles are not commercially available, although battery electric vehicles have been on the commercial market for several years. Uptake of alternative fuel vehicles is occurring at a slower pace than hoped by policy makers and manufacturers. The aim of this thesis is to examine the factors influencing the decision to adopt an alternative fuel vehicle, and is underpinned by Rogers (2003) Diffusion of Innovations theory. The Innovation-Decision Process from this theory posits that an individual must first know about an innovation before forming an attitude about it. Innovativeness is instrumental in determining the knowledge an individual has of an innovation and how early in the diffusion process they are likely to become an adopter. Perceptions of the innovation are influential in forming an attitude towards it. The focus of the research is on Birmingham, the UK s second largest city. The first stage of the research involves establishing the locations of individuals across the city that possess socio-demographic characteristics associated with early adopters of alternative fuel vehicles. This is achieved by applying cluster analysis to Birmingham census data, which enabled the identification of a strong spatial cluster of potential early adopters in the suburb of Sutton Coldfield. In the second stage of the research, a household questionnaire was undertaken with 413 respondents in Sutton Coldfield. The analysis of the questionnaire data firstly involves the verification of the early adopter characteristics from stage one by examining the relationship of these characteristics with innovativeness. Analysis is then undertaken of the level of knowledge and the perceptions that the respondents have of alternative fuel vehicles. The final step in the analysis is an evaluation of the characteristics of current models of electric vehicles and how well aligned they are with the driving needs and vehicle expectations of respondents. The results confirm that the knowledge of alternative fuel vehicles is limited and individual perceptions have led to the development of negative attitudes towards them. Socio-demographic characteristics were significant in influencing these factors. There were 5% (21) of respondents who have previously considered the adoption of an electric vehicle but have not yet done so. There is evidence from the survey of active rejection among a small number of respondents. The reasons largely relate to three problems: purchase price, limited range, and poor infrastructure availability. However, the majority of respondents have passively rejected alternative fuel vehicles, such that they have never given consideration to the adoption of one. This confirms that a concerted effort is required to inform the general public about alternative fuel vehicles. Opportunities for increasing adoption have been identified for policy and marketing, including education and awareness-raising campaigns.

Efforts to improve university science education continue to emphasize the importance of active learning, including frequent formative assessment and timely feedback that helps students reach desired learning outcomes. Yet, nationwide, many instructors continue to use primarily lecture-based teaching methods, with limited use of formative assessment and feedback. Factors that affect instructor adoption and implementation of new teaching techniques include departmental norms, peer interaction, and classroom environment. In this work, a model of the impacts of departmental teaching and social norms and peer interactions on instructor innovation decision is presented. This model is then used to explore 1) instructor teaching-related interactions within a single biology department, assessing the conditions for innovation diffusion, and 2) instructor perceptions of norms and interactions in that department and their impact on decision-making. Finally, introductory biology instructors’ use of assessment and feedback techniques were characterized in a lecture hall and an active learning classroom to see how innovation adoption translates to specific assessment practice and investigate the impact of the active learning classroom. Results indicate that perceptions and practices vary widely, but that both peer interactions and active learning classrooms may have a positive impact on teaching innovation adoption and practices in a university biology department. In addition, the pattern of interactions within this department allows instructors of varying assessment experience to interact, making it potentially conducive to the spread of teaching ideas. The model and results presented here will assist in understanding the factors involved in instructor decision-making and can be leveraged to help promote the use of formative assessment and other evidence-based teaching practices.

The purpose of this descriptive case study was to identify the strategies used by post-secondary military institutions to adopt, implement and train faculty for the use of new instructional technologies in the learning environment. Termed the Innovation Migration Process, it includes: 1) the adoption decision (selection of the innovation), 2) strategies for implementation and, 3) how faculty are trained on its use. The study was a two phased, explanatory, mixed-methods design beginning with a quantitative survey, followed by twelve qualitative interviews conducted at two exemplary institutions. The study identified two strategies are used to adopt new technology: 1) authoritative decisions from the "top-down" and 2) a bottom-up strategy where new technology is first used by innovators who work with a central organization to adopt the change. Five strategies were identified to implement the innovation: 1) centralized training; 2) leadership commitment; 3) tapping expertise; 4) well defined support for pedagogy and technical issues; and 5) a robust infrastructure. Four strategies were found for training faculty: 1) tapping expertise (indicating training and implementation are interwoven); 2) formal training; and 4) dedicated training time. The fourth strategy, incentives and rewards, was used successfully by one of the two exemplary institutions, but few of the other institutions offered either of these for training. Suggested guidelines for post-secondary, military institutions include: create a culture of innovativeness; demonstrated commitment by the leadership; follow Ely's Eight Conditions for Implementation; develop a centralized training organization; develop a robust technical support organization; invest in the infrastructure; seek out and support innovators; use a formal faculty development program. / Ph. D.

Situated within the belief that faculty development is a key institutional mechanism through which colleges and universities will be able to meet emerging social, cultural, and technological challenges in the coming years, this study sought to better understand the underlying psychological processes that facilitate the adoption of innovations by teaching faculty and GTAs in higher education. Specifically, three types of self-efficacy (college teaching, teaching with technology, and general) were considered in light of demographic variables and Rogers' model of the innovation-decision process. Most significant among the findings were that women have significantly higher college teaching self-efficacy and general self-efficacy than men; however, men have higher teaching with technology self-efficacy. Those in their forties, fifties and sixties have higher college teaching self-efficacy than those in their twenties. Full-time instructors have higher college teaching self-efficacy than doctoral GTAs and assistant professors. Those who rate themselves as having higher computer skills also have higher teaching with technology self-efficacy. When considering teaching with technology self-efficacy and instructional technology-based innovation-decision stage, it was found that this type of self-efficacy differs significantly between most stages and consistently increases from the knowledge stage through the confirmation stage. / Ph. D.

Understanding cage aquaculture adoption decisions and factors affecting adoption is necessary to ensure that fish production from cage aquaculture in Ghana is both significant and sustainable. The goal of this study was to provide a framework for understanding cage aquaculture adoption decisions and to identify factors affecting adoption, to inform decision makers as they formulate policies aimed at promoting cage aquaculture adoption in Ghana. I surveyed 122 respondents comprising current cage fish farmers, farmers who have abandoned cage aquaculture, and potential adopters of cage aquaculture such as, fish traders, fishermen and land-based fish farmers. Respondents answered questions related to knowledge, interest, constraints in cage aquaculture, and demographics. I used non-metric multidimensional scaling and discriminant function analysis to identify unique groups within the respondents, classify respondents according to their position in the innovation-decision continuum, and identify factors affecting cage aquaculture adoption. Based on their differences in knowledge and interests, I placed respondents into one of three stages of the cage aquaculture innovation-decision process model I developed: (1) Unawareness, (2) Knowledge, Persuasion, and Decision (KPD), and (3) Implementation (Confirmation and Abandonment). Respondents in the KPD and Implementation stages had knowledge, were more interested in cage aquaculture, and were aware of constraints in cage aquaculture, whereas respondents in the Unawareness stage lacked knowledge and interest in cage aquaculture, and did not clearly understand the constraints. Respondents who were males, belonged to the tribes Ewe and Akan, and who had fishing experience tended to be more interested in cage aquaculture. The lack of capital, high input costs, inability to adequately market fish, theft, lack of information sources, conflict over water use, and cage destruction by storms, were identified as the main constraints to cage aquaculture adoption in Ghana. The results of the study suggest that programs aimed at encouraging new entrants into cage aquaculture should focus on demographic characteristics such as gender, and tribe. However, demographic characteristics may affect adoption decisions and it may be important to consider them as such. Some recommendation to address the major constraints in cage aquaculture include: the Fisheries Directorate should (1) develop an efficient extension program that farmers can access regularly, especially, for farmers with no other information sources, (2) provide feed subsidy to enable farmers produce fish at competitive prices, (3) facilitate the formation of fish farmers' cooperative groups that would purchase large quantities of feed, (4) encourage local production of high quality fish feed, and (5) develop credit facilities that can be accessed by individuals interested in cage aquaculture to assist potential farmers who would, otherwise, not be able to adopt cage aquaculture . In addition, fish farmers should (6) be proactive in marketing their fish by identifying potential niche markets prior to production, and (7) join cooperative groups to ease the burden of accessing loans to increase production. / Master of Science

he purpose of this study was to examine faculty perceptions about attributes and barriers impacting diffusion of Web-based distance education (WBDE) at the China Agricultural University (CAU). Random and stratified sampling was used and 273 faculty participated in the study. About 70% of participants stayed in early stages in the innovation-decision process related to WBDE (no knowledge, knowledge, or persuasion) and about 30% were in later stages (decision or implementation). Faculty members' stage differed significantly by professional area, level of education, teaching experience, and distance education experience. Gender, age, and academic rank had no significant influence on faculty members' stage. CAU faculty tended to agree with the existence of the five attributes of WBDE (relative advantage, compatibility, complexity, trialability, and observability). Professional area, gender, age, level of education, and academic rank had no significant influence on the five perceived attributes. Teaching experience had no significant influence on the five perceived attributes, except compatibility. Distance education experience had no significant influence on the five perceived attributes, except compatibility and observability. CAU faculty perceived ten factors (concerns about time, concerns about incentives, WBDE program credibility, financial concerns, planning issues, conflict with traditional education, fear of technology, technical expertise, administrative support, and infrastructure) as moderate barriers to diffusion of WBDE. Age, level of education, academic rank, and teaching experience had no significant influence on faculty perception about the ten barriers. Professional area and gender had no significant influence on faculty perception about the ten barriers, except concerns about time. Distance education experience had no significant influence on faculty perception about the ten barriers, except conflict with traditional education. Faculty members' stage in the innovation-decision process had no significant influence on faculty perceptions about relative advantage of WBDE and nine of the ten barriers. Faculty members' stage in the innovation-decision process, however, did have a significant impact on faculty perception about compatibility, complexity, trialability, observability of WBDE, and WBDE program credibility as a perceived barrier. Relative advantage, compatibility, complexity, and trialability were correlated with at least one of the ten barriers. Observability was not related with any of the barriers.

Doctor of Philosophy / Department of Apparel, Textiles, and Interior Design / Melody L. A. LeHew / The relationship between knowledge, attitudes and behavior has been a subject of interest for researchers for several decades in various fields of study. However, an inconsistency has been found from one study to another with literature showing inconclusive and inconsistent results regarding the relationship between knowledge, attitudes and behavior in general and purchase of eco-conscious apparel in particular. Literature also found perceived characteristics of innovation (PCI) to significantly influencing innovation adoption. However, research investigating the influence of eco-conscious apparel knowledge (EAK) and eco-conscious apparel attitudes (EAA) on intention to purchase eco-conscious apparel (IPEA) that includes PCI has not been conducted in any previously published studies. Therefore, the purpose of this study was to investigate the influential relationship between EAK-EAA-IPEA to understand if including PCI strengthens the inconsistent link between knowledge, attitudes and behavior as well as enhances the predictability of IPEA. The model of stages in the innovation-decision process developed by Roger’s (1983) in the diffusion of innovation theory was used as a theoretical framework for developing the model of innovation-decision process for eco-conscious apparel. Specifically, the three product characteristics used in this current study were based on the PCI (i.e., complexity, compatibility and relative advantage) explained by Rogers (1983) in his model. Two objectives were developed and tested using six research questions and pertinent hypotheses. The research relied on quantitative analysis of responses from 592 respondents to an online survey with eco-conscious knowledge, attitude and behavior questions pertaining eco-conscious apparel products. Hierarchical regression analysis, t-test and correlation analysis reveal that, inclusion of PCI significantly strengthened relationship between EAK-EAA-IPEA and also enhanced the predictability of IPEA; the ability to predict IPEA as well as strength of the link between EAK-EAA-IPEA was greater when more information was provided about eco-conscious apparel than less information; respondents have limited EAK; EAK was not a good predictor of IPEA; EAA was found to significantly predict IPEA; highly innovative respondents perceive eco-conscious apparel less complex and highly compatible and are more likely to purchase eco-conscious apparel; all three PCI were found to significantly predict IPEA; demographic variables were found to be related to only certain variables in this study.