Kudler Fine Foods Computer Information System Essay Example for Free

Kudler Fine Foods Computer Information System Essay Kudler Fine Foods (KFF) is a California-based provider of a variety of high end foods, both local and from around the world, founded by Kathy Kudler in 1998. Since the opening of the first location, Kudler has opened two more locations in the San Diego area; Del Mar in 2000 and Encinitas in 2003 (About, 2011). As a growing business, Kudler’s needs are constantly changing, especially in terms of the company’s information technology and information systems. This paper will discuss the needs of the company in regards to business operations and accounting, as well as discuss the strengths and weaknesses of the systems currently in place. Based on the current technological opportunities, suggestions will be made to further improve these systems, and evaluate any threats that may affect these systems. Primary Findings Business and Accounting Needs Business Needs As a retail company, Kudler Fine Foods needs to run as smoothly and efficiently as possible. Kathy Kudler budgeted over $50,000 for Smith Systems to select and install the existing finance and accounting system, called Retail Enterprise Management System (REMS). REMS provides an Point-of-Sale module, or POS module, to automate all retails sales made, in detail. This system automatically reports this data to the accounting modules, as well as manages all credit/debit card transactions made in the stores. This helps to eliminate data entry errors by limiting the amount of data requiring manual input by employees (Accounting System Overview, 2011). Accounting Needs REMS also addresses the accounting needs of KFF, by providing applications for the general ledger, accounts payable, bank reconciliation, asset management and accounting modules. Each of these modules is interconnected with the POS, which allows for direct transfer of data between modules (Accounting System Overview, 2011). General Ledger Module. The General Ledger module includes the chart of accounts, and transaction details transferred y the POS system. This data is used to create the company’s budget and financial reporting. Due to the electronic transfer of data from the POS to the general ledger, this module requires minimal manual data entry (Accounting System Overview, 2011). Accounts Payable Module. The AP module allows for the check disbursement portion of the business to be done electronically. This module holds vendor data, tax and freight data, and accepts data from other modules that directly affect purchasing (Accounting System Overview, 2011). Bank Reconciliation Module. Data from the accounts payable, accounts receivable and purchase order modules are compiled automatically by the bank reconciliation module. This data is used in cash flow analysis for financial reporting (Accounting System Overview, 2011). Asset Management and Accounting: There was no module created for this portion of the business. Kudler needs to develop an efficient and economical way to track inventory and other assets, other than relying on the leasing company and spreadsheets (Accounting System Overview, 2011). Strengths and Weaknesses in the Current System Strengths The strength in the existing information system is that the modules that are installed reduce the manual data entry, thus eliminating unnecessary errors to the information, by allowing the modules to share information provided by the point-of sale machines. The POS system itself is a major benefit to the IT system as a whole, due to the number of transactions it is able to detail, catalog and parse to the interconnected modules. Secondly, the network set up at each location supports 3-4 POS terminals, an inventory terminal and a server terminal. Each individual network, for each store is providing enough storage power for the needs of each location (Information Technology, 2011). Weaknesses As previously discussed, the network setup has benefits on an individual store basis. However, the system as a whole is not sufficient in running a cohesive, multi location business. Kudler’s inventory systems are completely separate from one another, which could cause a serious issue in asset management within the company. A second weakness is the lack of policy regarding security within the system. This could lead to vulnerability to an internet attack for customer personal information and identity theft. Also, without back up procedures, there is no way for Kudler to prevent data loss, should the network(s) fail. Recommendations Based on the information above, the recommendation for Kudler and KFF would be to first, establish a set of security policies and back up procedures, in order to prevent hacking and data loss, respectively. In order to do so, Kudler would best benefit by reestablishing a working relationship with Smith Systems. Smith would then set up and maintain an offsite server that will service all three KFF locations, and allow the company to consolidate the three separate inventory systems. The offsite server would then serve as a repository for all accounting, inventory and human resources related items. Doing so will cut down the potential staffing and duplication in the inventory system. Additionally this would reduce the number of servers required, and thus reduce the potential of IT related hardware issues. Conclusion To conclude, Kudler Fine Foods uses and information system established by Smith Systems that sufficiently handles point-of-service retail sales receipts, and disburses the information to the appropriate accounting software modules. The modules receive the financial data from the sales to create financial reports, budgeting reports, and analyze accounts receivable and accounts payable. The system also maintains ordering and purchase order data, however, it does not maintain a single inventory module, which could track the sales of these items after the goods are received in the individual stores. In order for this to occur, Kudler needs to establish a solid set of security measures and procedures in the case of data loss. To address this, Smith Systems can be contracted to maintain an offsite server with security maintenance. This will help to prevent internet attacks by hackers searching for customer identification and credit card information. Once these changes are in effect KFF should see an increase in efficiency in the current systems in use.

Integration of Technology in Higher Education

Integration of Technology in Higher Education Abstract The potentials of mobile phone technology are huge and it has opened possibilities and avenues for enhancing knowledge sharing activities among academics in Institutions of Higher Learning (IHLs). However, it was found that there was lack of academic research on the use of mobile phone technologies for knowledge sharing purposes in IHLs. In IHLs, technologies of mobile phones such as cell phones, smart phones, and PDAs provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime. This paper aimed to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologi es change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. The overall findings revealed that there were at least four factors could lead to the adoption of mobile phone technology among academics in an Institution of Higher Learning. These factors were; attitudes towards the use of mobile phone technology, perceived usefulness to use mobile phone technology, perceived ease of use of mobile phone technology, and behavioral intention to use mobile phone technology. Keywords: Mobile Phone Technology, Institutions of Higher Learning, Academics 1.0 Introduction In recent years, information technology (IT) usage in universities and colleges is broadly increasing for the purposes of enhancing the administration and teaching and learning efficiencies. As the population of campuses raises, so does the improvement of technologies. In Institutions of Higher Learning (IHLs), technologies of mobile phones such as cell phones, smart phones, PDAs and telephone provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime (Wilen-Daugenti, 2007). Junior et al. (2008) defined mobile technologies as mobile technologies are exactly what its name refers, i.e., portable technology that can be moved from one place to another without any loss. There are several advantages of mobile technologies. Few of them are the independence in learning at anywhere and anytime, faster and convenient communication as well as rapid access to variety of different sources. Moreover, the ability to conduct impossible experiments in authentic way is truly pleasant. It is safe to experiment with them because the error will only affect in simulation environment (Smidts et al., 2008). According to Naismith et al. (2005), â€Å"mobile technologies are becoming more embedded, ubiquitous and networked, with enhanced capabilities for rich social interactions, context awareness and internet connectivity† (p.6). Additionally, Anderson and Rainie (2008) concluded that the mobile phone technologies will be the most fundamental and compulsory connection device to the internet for everyone in 2020. 2.0 Mobile Phone Technologies in IHLs Academics find mobile phone technologies as their big savior when comes to managing the working tasks. Plenty of important features such as address books, devices of storage of file, cameras, recorder of video and internet added to the working flexibility in IHLs. Todays mobile phones are as influential as computers. According to Nokia (2007), â€Å"Its what computers have become†. Its increase to ubiquity is explained as a †¦stealthy but rapid shift from a telephony device towards a portable, personal media hub that enables an increasing range of personalized and customized communication, entertainment, relationship management and service functions. Its reach is pervasively global and trans-cultural, possibly more so than any other media form including the internet and World Wide Web (Cameron, 2006). Nowadays, it is impossible to resist mobile phone. Each and every aspects of life demand the importance of mobile device. As the international barriers are getting smaller due to globalization, the need of communication is inevitable. Consequently, mobile phone is becoming more and more compulsory and necessary to have. All walks of life celebrate the use of mobile phone technologies, so does the academics. Undeniably, there are myriad of activities for both academics and students provided by mobile phone technologies such as; uploading and downloading of songs, movies and videos to cell phone, MP3 player, iPod, sending and receiving e-mails, instant messages (IMs), short text messages (SMS), transferring files, photos or other data , interactive games, searching for information or services on the web, making video calls, personal organizer (e.g. diary, address book), in-class surveys/questions, in-class media sharing, attendance monitor, distant privileges of library, peer locator, free or inexpensive VoIP phone as well as notification of the security. Academics who have experienced dealing with mobile technologies in working possess several reasons to continue using them. Firstly, to be able to communicate with other people, to seek information, to take pictures and create clips and sharing with others is what most people have become used to (Smidts et al., 2008). The following studies have examined some of the activities of the mobile phone in the IHLs. Corbeil and Valdes-Corbeil (2007) have explored mobile phone activities engaged in by academics and students in their study. According to their findings, these technologies can be applied in many activities such as: uploading and downloading songs/movies/video clips, sending and receiving e-mail, Instant Messages (IMs), Short Text Messages (SMS), transferring files, photos or other data playing the interactive games, transferring photos or other data, downloading Podcasts of appropriate instructive material along with audio and video lectures, reading e-books, reconsidering coursework and getting ready in exams, showing their jobs and sharing plan results, providing visual, adding a microphone to their mobile to capture material for educational use, using an MP3 player to download and listen to Podcasts and audio lectures, and reconsidering the material of courses and studying for exams, audio books and, with some devices as well as the most widely used nowadays which is recording le ctures. Furthermore, findings from studies conducted by Whilst Kennedy et al. (2008a) and Kennedy et al. (2008b), mobile phone technologies allowed users to conduct 9 activities in Institutions of Higher learning as the following: To send pictures or movies to colleagues. To use mobile phone as MP3 player. To access information or services on the web. To make video calls. To take digital photos or movies. To send or receive email. To use mobile phone as a personal organizer (e.g. diary, address book). To send or receive SMS to colleagues. To call the colleagues or others. Besides, according to studies done by Wilen-Daugenti and McKee (2008), mobile phone technologies could be used for many applications for academics and students in both inside and outside the IHLs as example field below; In-Class Surveys/Questions: Students may submit the answers to questions or surveys given by an academic through their mobile phones. In-Class Media Sharing: During lectures, students are able to share interesting pictures or videos to their friends by emailing the files to the lecture halls projector. Attendance Monitor: An academic may demand students to do a virtual â€Å"roll call† by transmitting a message from their mobile phones. Course Materials: During lecture, an academic can directly send the course materials to students phones. Remote Library Privileges: The private privileges of library are also granted to students who can use their mobile phones to search articles without need to use a proxy server  · Peer Locator: Based on networks accuracy, peers may be alerted when their contacts are close by the mobile phones.  · Free or Inexpensive VoIP Calling: Universities may offer cheaper international or local calls made within the campus for students who might really need to do so. Position System: By sharing information contextual about the users actual place, mobile phone serves as a guide of virtual turn which assists the presence of students around the campus. Notification of the Security / Emergency: Depending on the users location, a warning notice is sent immediately to every mobile phone via email and voicemail, by informing the best way to leave the campus or a particular building in case of emergency. Moreover, a study carried out by Duke University (2005) has outlined the major categories of mobile devices employment by the academics as follows: The Instrument of Broadcasting of Lesson Contents- Mobile phone provides access to lessons content such as lectures, songs, historical speeches, conferences and meetings. Tool of Classroom Recording mobile phone can be used as a tool to capture lectures, class discussions and feedbacks. Tool of Supporting Study mobile phone allows academics for repetition of commercial and original audio content, such as music and audio books. Transfer and File Storage mobile phone is able to transfer or backup all sorts of files. Digital Portal: Both academics and students may no longer depend on physical materials. Flexible Location mobile phone provides accessing of digital materials at anywhere and anytime which also contributes to a decreased dependency of library. Digital Recording mobile phone allows convenient digital recording of interviews, field notes, small group discussions and oral assignments. Convenient Tool mobile phone makes students engagement in class discussions, labs, field research, and independent plans much easier.  · Improved Support for Personality Knowledge Preferences and Needs In addition, Duke University (2008) has widened their outlines as follows: Text Messaging: University may send text messages to students to notify them about examination dates for instance. Flexible, Delivery of Mobile Content: students are able to access classes by using their mobile phones in distance learning. Practice Exercises for Study and Review: students may be able to review the materials or quizzes created by the academics in anytime and anywhere. Mobile Creation and Media Publication: students could use their mobile phones to capture images or videos and share them with the entire world by uploading them directly into the Internet. Social Learning in Mobile Network: Facebook, Friendster, and other social networking tools allow users to share their life updates. Students get to interact with the members of a study group across the world.  · Gaming and Simulations: mobile phone is equipped with a feature to keep the academics and students in the games of simulation. Use of Mobile Phone Technologies in the Classroom: students can select answers out of multiple choice questions created by the academics in the classroom. Subsequently, Abilene Christian University (2008) pointed out that mobile phone technologies possess many interesting benefits and have become a standard tool in IHLs. Some of the benefits are summarized as follows: Digital Syllabus: dynamic changes of an individual, the activities of a student or status are allowed Clicker: real-time dynamic class polling or free-form answers are allowed Classroom Communicator: an improved flexibility in classes content and release is allowed Document Reader: an e-Book Internet Communicator: the aggregation of content on the sites of class is facilitated Alert System: a receiving automated information of courses Notes Taker: recording aggregation device for audio recordings is allowed Location Reporter: a college grounds map with active location is reported when needed Attendance Tool: dynamic comment about a users position anywhere anytime is given Business Purposes: wireless communication for bill paying, ticket-buying and bookstore buying or any business related matters are enabled Registrars Office Extension: easy course employment, communication with academic records, and dynamic scoring access are made easier Besides, benefits proposed by Cisco (2008) of a mobile system solution for colleges and universities are as follows: a) easy and convenient communication between academics and students, b) a study is developed beyond a class, by becoming more in collaboration, interactive and dynamic, c) both parties may seek new opportunities to connect resources and training, and d) academics can use context of a study based on interactive mode in managing the approach for students daily. Additionally, by using mobile phone technologies, Lefoe and Olney (2007) and Lefoe et al. (2008) reconsidered academics activities by in IHLs as follows: a) making interview with visiting speakers and return it back to the speaker for editing, d) audio comments, c) setting up mobile phone as database for others to use, d) recording interviews for re-evaluating of issues, e) collecting of thoughtful obviousness of the own teaching of academician to plan for future teaching, f) preparing and carrying the necessary articles needed, g) tutorial roles, h) easier sharing of information to students. Apart from that, Nie (2006) pointed out the potential use of mobile technologies in IHLs as follows: Recorder: students may record their works, interviews, presentations and lectures. Audio: students get to listen to genuine audio materials such as interview, audio book, music, speech and vocabulary. Multimedia: students can access multimedia materials such as film, picture, snap, visual vocabulary etc. Pre-class Resources: academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc. Podcasting: allows students to share their own ideas with others. Moreover, Jocelyn et al. (2008) condemned that mobile phone technologies possess many interesting benefits in IHLs as follows: a) academics can access the internet in any time and at any where, b) PDAs enable flexible and timely access to e-learning resources which would lead to empowerment and effective learning, c) academics are enabled to access training resources any time, anywhere, d) academics may hold question and answer sessions via conferences, seminars, workshops, and e) both academics and students can get a real opportunity to make a link between field and college. Finally, BlackBerry (2006) concluded that there are potential benefits of providing mobile access to few applications used by the colleges different departments such as: a) academics may stay in touch and schedule appointments on-the-road, b) healthy data security and remote device management, c) very useful for emergency communications during university trips and d) remote network maintenance via web interface. 3.0 Mobile phone technology and knowledge sharing among academics in IHLs The literature evidenced that mobile phone technologies playing important role in Institutions of Higher Learning. Mobile technologies have opened the door to possibilities and avenues for knowledge sharing by providing a new platform via wireless communication or other ICT applications. Mobile technology may enhance academics functionalities in Institutions of Higher Learning by supporting Externalization and Combination activities. Subsequently, mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning could be demonstrated as follows: Academics can send and receive short text messages (SMS) from each other. The great advantage of using SMS is that it offers just-in-time information Academics can send and receive instant messages (IMs) from each other. Mobile phone offers a way to send instant messages at a much lower cost than traditional SMS messaging. Messages are sent and received by the use of the Internet means that the cost of messages depends only on the quantity of data sent Academics can send and receive e-mail from each other. Mobile phone offers a way to send to receive emails E-mails are sent and received by the use of the Internet means that the cost of mail depends only on the quantity of data sent Academics can share administrative information with colleague. Mobile phone technologies enhance communications among academics on campus. Through mobile devices, academics can receive administrative information such as announcements and urgent messages from faculty or university Academics can share and listen to Podcasts/audio books with colleague Academics can share downloads and view streaming movies/video clips Mobile phone technology can be used as peer locators, alerting academics when their contacts are nearby. Mobile phone technology represents a classroom communicator that enables increased flexibility in course content and delivery among academics. Academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc Academics can create memos which can be sent to colleague from mobile or saved onto his/her office computer Academics have ability to read work related documents via PDF, HTML, and Microsoft Office files Academics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile device Academics can share e-books, journals, or other academic materials Academics can publish e-books and e-papers University can set up mobile phone technologies as database for academics to download documents, applications and university roles Academics can share with colleagues research findings Academics can use the micro web browser for conducting quick research online Academics can stay connected to social networking sites in mobile environment Academics can use a mobile phone technology to send pictures or movies to each other. Mobile technology provides an opportunity for the new generation of people with better communication and activities without taking into account the place and time. This section has outlined the potential use of mobile phone technologies among academics in IHLs. The benefits of mobile phone technologies have been broadly discussed in general. Additionally, this section has evidenced most studies related to the benefits of mobile phones usage among students. Ultimately, this section shows that there are a few studies to examine the benefits of the mobile phone technologies among academics. Despite the advantages of mobile phone technology are clear, only a small number of Institutions of Higher Learning are equipped with integrated mobile phone technologies in their environments (Joan John, 2007; Kim et al., 2006; New Media Consortium, 2007). Figueira (2007) pointed that as of August 2007, however, there are no universities or degree awarding programs with a website designed for downloading on a mobile device (p.1). Sufficient technological means to access mobile devices are not widely used by the academics in Institutions of Higher Learning (Junior et al., 2008). In 2007, Peters conducted a research to 29 manufacturers of mobile devices, businesses and education suppliers and found that mobile phone technologies are in general used in some commercial organizations, but found limited adoption for Institutions of higher learning use. The purpose of this study is to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologies change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. 4.0 Research Methodology Both primary and secondary data were collected for this research. The primary data was collected by distributing questionnaires to the academics in University Utara Malaysia (UUM). UUM is a public Institution of Higher Learning located n the northern region of Malaysia. The sample of this study was the academics that come from Public Institution of Higher Learning (PIHL). Those academics are different in terms of their academic designation: Tutor, Lecturer, Senior Lecturer, Associate Professor, and Professor. A total of 290 questionnaires were distributed to all academics in UUM. The sampling was based on convenience and 153 participants successfully responded, giving a response rate of 52.7 %. The analysis of the survey results is presented based on a valid response of 153 academics of University Utara Malaysia. Data collection for this study was undertaken during the month of May 2009. In gathering information pertaining to the study; a questionnaire was used as the main instrument for data collection in this study. a questionnaire was prepared divided into seven sections as follows: Section 1 was not containing any personally identifiable questions. The demographic and background variables used in this study are gender, status, age, designation, availability of devices, period of time in using device, academics opinion about devices price, academics opinion about devices, usefulness and effectiveness role in the work, connecting to internet through device, and academics preferences for mobile phone functions. This section was adapted from Avenoglu (2005) and Trifonova (2006). Section 2: contains questions that targeted at attitudes towards the use of mobile phone technology in Institutions of Higher Leaning. The respondents were given a list of six items to assess their opinions and attitu des to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Avenoglu (2005). Section 3: contains questions concerning the perceived usefulness to use mobile phone technology. Five items were used to measure the respondents perception toward the usefulness to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 4: contains questions that targeted at the perceived ease of use of mobile phone technology. Three items were used to measure the respondents perception that used mobile phone technology and found it easy to use. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 5: contains questions about behavioral intention to use mobile phone technology in Institutions of Higher Leaning. Four items were used to measure behavioral intention of the respondents towards using of mobile phone technology. Questions were adapted form Kurnia et al. (2008). Section 6: contains questions that are related to how can mobile phone technology change the work situation of academics in Institutions of Higher Leaning. Ten items were used to measure the respondents opinions about how can mobile phone technology increases the flexibility and the ability to work on the move. Questions were adapted form Dye et al. (2003). Section 7: contains statements that targeted to mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning. The respondents were given a list of eighteen statements to assess their opinions and potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. All Questions in this section were chosen from the interview with academics. A five point Likert scale type was used in this study and the academics were required to state the extent to which statements in their point of view were important or not important for them as academics. The Scale was (SD= Strongly Disagree, D = Disagree, N = Neutral, A = Agree, and SA = Strongly Agree). In this study, the questionnaire was pilot tested with 30 UUM academic staff. The table 1 shows the Cronbachs alpha coefficient for section 2, section 3, section 4, section 5, section 6 and section 7. Table 1: Reliability Cronbachs Alpha (ÃŽ ±) for Questionnaires Six Sections The Item Cronbachs Alpha (ÃŽ ±) Reliability Results Section 2 0.891 Good Section 3 0.840 Good Section 4 0.820 Good Section 5 0.805 Good Section 6 0.894 Good Section 7 0.883 Good 5.0 Data Analysis and Results 5.1 Respondents Profile and Background Information Based on the demographics and other personal background information obtained, out of 153 respondents 61.0 % were females. The most of the respondents were married 74 %. 36.4 % of the respondents were 41 to 50 years old and 30.5 % were 31 to 40 years old. Most of the respondents were Lecturers position 39.0 %, following by Senior Lecturers 26.0 %, Tutor 18.2 %, and Associate Professor 16.9 %. Table 2 below gives respondents demographic profile: Table 2: Respondents Demographic Profile Respondents Profile Classification Frequency % Gender Male 60 39 Female 94 61 Status Married 114 74 Unmarried 40 26 Age 20-30 33 21.4 31-40 47 30.5 41-50 56 36.4 Above 50 18 11.7 Designation Tutor 28 18.2 Lecturer 60 39.0 Senior Lecturer 40 26.0 Associate Professor 26 16.9 5.1.2 Availability of Devices The study (refer to 1) shows that 98 % of academics had Cell phone, 36 % PDA, 10 % Smart phone, and 2 % Pocket PC. The study also shows that there were more that 40 % of academics had more that one device, for instance, 33 % of academics had Cell phone and PDA device, 9 % of academics had Cell phone and Smart phone, and 3 % of academics had Cell phone, Smart phone and PDA in one time. 5.1.3 Period in Using Device The study (refer to 2) shows that 50.6 % of academics had Cell phone for more than 8 years, 30 % had Cell phone between 6 to 8 years, 13.6 % had Cell phone between 3 to 5 years, and 0.6 % had Cell phone less than one year. As well, it shows that 2.6 % of academics had Smart phone between 3 to 5 years, 5.2 % had Smart phone between 1 to 2 years, 2.0 % of academics had Smart phone less than one year. In addition, it shows that 3.2. % of academics had PDA device between 6 to 8 years, 7.1 % of academics had PDA device between 3 to 5 years, 19.4 % had PDA device between 1 to 2 years, and 6.5 % of academics had PDA device less than one year. Finally, only three participants 2.0 % had Pocket PC between 1 to 2 years. 5.1.4 Opinion about the Price In view of academics opinion about prices of devices, the general opinion was that Cell phones had reasonable price, were 77.8 % preferred that Cell phone had normal price and 22.8 % refer that Cell phone had low price. In addition, Smart phone, PDAs, and Pocket PC were considered costly price (for Smart phone 58.44 %, for PDAs 61.04 %, and for Pocket PC 64.94 %). Furthermore, a few academics had no opinion on the prices for smart phones, PDAs, and Pocket PC (for Smart phones 4 %, PDAs 5.19 %, and Pocket PC 2.60 %). 3 and shows the academics opinion about devices prices. 5.1.5 The Usefulness and Effectiveness Role of Mobile Phone Technologies in the Work The study (refer to 4) shows that the majority of respondents 97.4 % considered that mobile devices can play a useful and effective role in their daily work. While 0.6 % considered that mobile devices cannot play a useful and effective role in their daily work, and only 1.9 % were not sure about the usefulness and effectiveness of mobile device role in their work. These results indicate that academics had positive opinions regarding using mobile phone technologies in their work, and these results can support researchers opinion about the importance and usefulness of this study in IHLs environment, and to stand up to the factors that could help passing mobile phone technologies in IHLs. 5.1.6 Connecting to Internet though Mobile Phone Technologies 5 shows that the majority of respondents 75.3 % were connecting to internet though mobile phone technologies, and only 24.7 % were not connecting to internet through mobile phone technologies. As evidenced by various studies mentioned above, mobile phone technologies give opportunity to academics to connect to internet and to the world any time anywhere. In addition, mobile phone technologies could able to increase the range of personalized and customized communication, entertainment, relationship management and service function 5.1.7 Academics Preferences of Mobile Phone Functions The academics in this section were given a list of fifteen mobile phone functions and they had to choose one or more of these functions. The results are shown in table 3. Today mobile phone technologies provide a wide range of services. Among these services, a researcher can demonstrate; browsing the Web, MMS, games, alarm/reminder, calling, listening to music, voice recorder, chatting, calendar, camera, phone book, SMS, sending e-mail, dictionary, audio file storage. According to the findings, 100 % of respondents preferred that the function of calling was the most important function, where 98 % preferred that the second important function was SMS. In addition, the findings show that the respondents who choose calendar were 79 %, camera 77 %, alarm/reminder 75 %, phone book 70 %, listening to music 61 %, browsing the Web 53 %, games and sending e-mail 42 %, MMS 41 %, voice recorder 38%, dictionary and audio file storage 29%, and chatting 21 %. Table 3: Academics Preference of Mobile Phone Functions No. Mobile Phone Functions % 1 Calling 100% 2 SMS 98% 3 Calendar 79% 4 Camera 77% 5 Alarm/reminder 75% 6 Phone book 70% 7 Listening to music 61% 8 Browsing the Web 53% 9 Games 42% 10 Sending e-mail 42% 11 MMS 41% 12 Voice recorder 38% 13 Dictionary 29% 14 Audio file storage 29% 15 Chatting 21% 5.2 Attitudes towards the Use of Mobile Phone Technology in IHLs The respondents were given a list of six items to assess their opinions and attitudes toward using mobile phone tec Integration of Technology in Higher Education Integration of Technology in Higher Education Abstract The potentials of mobile phone technology are huge and it has opened possibilities and avenues for enhancing knowledge sharing activities among academics in Institutions of Higher Learning (IHLs). However, it was found that there was lack of academic research on the use of mobile phone technologies for knowledge sharing purposes in IHLs. In IHLs, technologies of mobile phones such as cell phones, smart phones, and PDAs provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime. This paper aimed to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologi es change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. The overall findings revealed that there were at least four factors could lead to the adoption of mobile phone technology among academics in an Institution of Higher Learning. These factors were; attitudes towards the use of mobile phone technology, perceived usefulness to use mobile phone technology, perceived ease of use of mobile phone technology, and behavioral intention to use mobile phone technology. Keywords: Mobile Phone Technology, Institutions of Higher Learning, Academics 1.0 Introduction In recent years, information technology (IT) usage in universities and colleges is broadly increasing for the purposes of enhancing the administration and teaching and learning efficiencies. As the population of campuses raises, so does the improvement of technologies. In Institutions of Higher Learning (IHLs), technologies of mobile phones such as cell phones, smart phones, PDAs and telephone provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime (Wilen-Daugenti, 2007). Junior et al. (2008) defined mobile technologies as mobile technologies are exactly what its name refers, i.e., portable technology that can be moved from one place to another without any loss. There are several advantages of mobile technologies. Few of them are the independence in learning at anywhere and anytime, faster and convenient communication as well as rapid access to variety of different sources. Moreover, the ability to conduct impossible experiments in authentic way is truly pleasant. It is safe to experiment with them because the error will only affect in simulation environment (Smidts et al., 2008). According to Naismith et al. (2005), â€Å"mobile technologies are becoming more embedded, ubiquitous and networked, with enhanced capabilities for rich social interactions, context awareness and internet connectivity† (p.6). Additionally, Anderson and Rainie (2008) concluded that the mobile phone technologies will be the most fundamental and compulsory connection device to the internet for everyone in 2020. 2.0 Mobile Phone Technologies in IHLs Academics find mobile phone technologies as their big savior when comes to managing the working tasks. Plenty of important features such as address books, devices of storage of file, cameras, recorder of video and internet added to the working flexibility in IHLs. Todays mobile phones are as influential as computers. According to Nokia (2007), â€Å"Its what computers have become†. Its increase to ubiquity is explained as a †¦stealthy but rapid shift from a telephony device towards a portable, personal media hub that enables an increasing range of personalized and customized communication, entertainment, relationship management and service functions. Its reach is pervasively global and trans-cultural, possibly more so than any other media form including the internet and World Wide Web (Cameron, 2006). Nowadays, it is impossible to resist mobile phone. Each and every aspects of life demand the importance of mobile device. As the international barriers are getting smaller due to globalization, the need of communication is inevitable. Consequently, mobile phone is becoming more and more compulsory and necessary to have. All walks of life celebrate the use of mobile phone technologies, so does the academics. Undeniably, there are myriad of activities for both academics and students provided by mobile phone technologies such as; uploading and downloading of songs, movies and videos to cell phone, MP3 player, iPod, sending and receiving e-mails, instant messages (IMs), short text messages (SMS), transferring files, photos or other data , interactive games, searching for information or services on the web, making video calls, personal organizer (e.g. diary, address book), in-class surveys/questions, in-class media sharing, attendance monitor, distant privileges of library, peer locator, free or inexpensive VoIP phone as well as notification of the security. Academics who have experienced dealing with mobile technologies in working possess several reasons to continue using them. Firstly, to be able to communicate with other people, to seek information, to take pictures and create clips and sharing with others is what most people have become used to (Smidts et al., 2008). The following studies have examined some of the activities of the mobile phone in the IHLs. Corbeil and Valdes-Corbeil (2007) have explored mobile phone activities engaged in by academics and students in their study. According to their findings, these technologies can be applied in many activities such as: uploading and downloading songs/movies/video clips, sending and receiving e-mail, Instant Messages (IMs), Short Text Messages (SMS), transferring files, photos or other data playing the interactive games, transferring photos or other data, downloading Podcasts of appropriate instructive material along with audio and video lectures, reading e-books, reconsidering coursework and getting ready in exams, showing their jobs and sharing plan results, providing visual, adding a microphone to their mobile to capture material for educational use, using an MP3 player to download and listen to Podcasts and audio lectures, and reconsidering the material of courses and studying for exams, audio books and, with some devices as well as the most widely used nowadays which is recording le ctures. Furthermore, findings from studies conducted by Whilst Kennedy et al. (2008a) and Kennedy et al. (2008b), mobile phone technologies allowed users to conduct 9 activities in Institutions of Higher learning as the following: To send pictures or movies to colleagues. To use mobile phone as MP3 player. To access information or services on the web. To make video calls. To take digital photos or movies. To send or receive email. To use mobile phone as a personal organizer (e.g. diary, address book). To send or receive SMS to colleagues. To call the colleagues or others. Besides, according to studies done by Wilen-Daugenti and McKee (2008), mobile phone technologies could be used for many applications for academics and students in both inside and outside the IHLs as example field below; In-Class Surveys/Questions: Students may submit the answers to questions or surveys given by an academic through their mobile phones. In-Class Media Sharing: During lectures, students are able to share interesting pictures or videos to their friends by emailing the files to the lecture halls projector. Attendance Monitor: An academic may demand students to do a virtual â€Å"roll call† by transmitting a message from their mobile phones. Course Materials: During lecture, an academic can directly send the course materials to students phones. Remote Library Privileges: The private privileges of library are also granted to students who can use their mobile phones to search articles without need to use a proxy server  · Peer Locator: Based on networks accuracy, peers may be alerted when their contacts are close by the mobile phones.  · Free or Inexpensive VoIP Calling: Universities may offer cheaper international or local calls made within the campus for students who might really need to do so. Position System: By sharing information contextual about the users actual place, mobile phone serves as a guide of virtual turn which assists the presence of students around the campus. Notification of the Security / Emergency: Depending on the users location, a warning notice is sent immediately to every mobile phone via email and voicemail, by informing the best way to leave the campus or a particular building in case of emergency. Moreover, a study carried out by Duke University (2005) has outlined the major categories of mobile devices employment by the academics as follows: The Instrument of Broadcasting of Lesson Contents- Mobile phone provides access to lessons content such as lectures, songs, historical speeches, conferences and meetings. Tool of Classroom Recording mobile phone can be used as a tool to capture lectures, class discussions and feedbacks. Tool of Supporting Study mobile phone allows academics for repetition of commercial and original audio content, such as music and audio books. Transfer and File Storage mobile phone is able to transfer or backup all sorts of files. Digital Portal: Both academics and students may no longer depend on physical materials. Flexible Location mobile phone provides accessing of digital materials at anywhere and anytime which also contributes to a decreased dependency of library. Digital Recording mobile phone allows convenient digital recording of interviews, field notes, small group discussions and oral assignments. Convenient Tool mobile phone makes students engagement in class discussions, labs, field research, and independent plans much easier.  · Improved Support for Personality Knowledge Preferences and Needs In addition, Duke University (2008) has widened their outlines as follows: Text Messaging: University may send text messages to students to notify them about examination dates for instance. Flexible, Delivery of Mobile Content: students are able to access classes by using their mobile phones in distance learning. Practice Exercises for Study and Review: students may be able to review the materials or quizzes created by the academics in anytime and anywhere. Mobile Creation and Media Publication: students could use their mobile phones to capture images or videos and share them with the entire world by uploading them directly into the Internet. Social Learning in Mobile Network: Facebook, Friendster, and other social networking tools allow users to share their life updates. Students get to interact with the members of a study group across the world.  · Gaming and Simulations: mobile phone is equipped with a feature to keep the academics and students in the games of simulation. Use of Mobile Phone Technologies in the Classroom: students can select answers out of multiple choice questions created by the academics in the classroom. Subsequently, Abilene Christian University (2008) pointed out that mobile phone technologies possess many interesting benefits and have become a standard tool in IHLs. Some of the benefits are summarized as follows: Digital Syllabus: dynamic changes of an individual, the activities of a student or status are allowed Clicker: real-time dynamic class polling or free-form answers are allowed Classroom Communicator: an improved flexibility in classes content and release is allowed Document Reader: an e-Book Internet Communicator: the aggregation of content on the sites of class is facilitated Alert System: a receiving automated information of courses Notes Taker: recording aggregation device for audio recordings is allowed Location Reporter: a college grounds map with active location is reported when needed Attendance Tool: dynamic comment about a users position anywhere anytime is given Business Purposes: wireless communication for bill paying, ticket-buying and bookstore buying or any business related matters are enabled Registrars Office Extension: easy course employment, communication with academic records, and dynamic scoring access are made easier Besides, benefits proposed by Cisco (2008) of a mobile system solution for colleges and universities are as follows: a) easy and convenient communication between academics and students, b) a study is developed beyond a class, by becoming more in collaboration, interactive and dynamic, c) both parties may seek new opportunities to connect resources and training, and d) academics can use context of a study based on interactive mode in managing the approach for students daily. Additionally, by using mobile phone technologies, Lefoe and Olney (2007) and Lefoe et al. (2008) reconsidered academics activities by in IHLs as follows: a) making interview with visiting speakers and return it back to the speaker for editing, d) audio comments, c) setting up mobile phone as database for others to use, d) recording interviews for re-evaluating of issues, e) collecting of thoughtful obviousness of the own teaching of academician to plan for future teaching, f) preparing and carrying the necessary articles needed, g) tutorial roles, h) easier sharing of information to students. Apart from that, Nie (2006) pointed out the potential use of mobile technologies in IHLs as follows: Recorder: students may record their works, interviews, presentations and lectures. Audio: students get to listen to genuine audio materials such as interview, audio book, music, speech and vocabulary. Multimedia: students can access multimedia materials such as film, picture, snap, visual vocabulary etc. Pre-class Resources: academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc. Podcasting: allows students to share their own ideas with others. Moreover, Jocelyn et al. (2008) condemned that mobile phone technologies possess many interesting benefits in IHLs as follows: a) academics can access the internet in any time and at any where, b) PDAs enable flexible and timely access to e-learning resources which would lead to empowerment and effective learning, c) academics are enabled to access training resources any time, anywhere, d) academics may hold question and answer sessions via conferences, seminars, workshops, and e) both academics and students can get a real opportunity to make a link between field and college. Finally, BlackBerry (2006) concluded that there are potential benefits of providing mobile access to few applications used by the colleges different departments such as: a) academics may stay in touch and schedule appointments on-the-road, b) healthy data security and remote device management, c) very useful for emergency communications during university trips and d) remote network maintenance via web interface. 3.0 Mobile phone technology and knowledge sharing among academics in IHLs The literature evidenced that mobile phone technologies playing important role in Institutions of Higher Learning. Mobile technologies have opened the door to possibilities and avenues for knowledge sharing by providing a new platform via wireless communication or other ICT applications. Mobile technology may enhance academics functionalities in Institutions of Higher Learning by supporting Externalization and Combination activities. Subsequently, mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning could be demonstrated as follows: Academics can send and receive short text messages (SMS) from each other. The great advantage of using SMS is that it offers just-in-time information Academics can send and receive instant messages (IMs) from each other. Mobile phone offers a way to send instant messages at a much lower cost than traditional SMS messaging. Messages are sent and received by the use of the Internet means that the cost of messages depends only on the quantity of data sent Academics can send and receive e-mail from each other. Mobile phone offers a way to send to receive emails E-mails are sent and received by the use of the Internet means that the cost of mail depends only on the quantity of data sent Academics can share administrative information with colleague. Mobile phone technologies enhance communications among academics on campus. Through mobile devices, academics can receive administrative information such as announcements and urgent messages from faculty or university Academics can share and listen to Podcasts/audio books with colleague Academics can share downloads and view streaming movies/video clips Mobile phone technology can be used as peer locators, alerting academics when their contacts are nearby. Mobile phone technology represents a classroom communicator that enables increased flexibility in course content and delivery among academics. Academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc Academics can create memos which can be sent to colleague from mobile or saved onto his/her office computer Academics have ability to read work related documents via PDF, HTML, and Microsoft Office files Academics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile device Academics can share e-books, journals, or other academic materials Academics can publish e-books and e-papers University can set up mobile phone technologies as database for academics to download documents, applications and university roles Academics can share with colleagues research findings Academics can use the micro web browser for conducting quick research online Academics can stay connected to social networking sites in mobile environment Academics can use a mobile phone technology to send pictures or movies to each other. Mobile technology provides an opportunity for the new generation of people with better communication and activities without taking into account the place and time. This section has outlined the potential use of mobile phone technologies among academics in IHLs. The benefits of mobile phone technologies have been broadly discussed in general. Additionally, this section has evidenced most studies related to the benefits of mobile phones usage among students. Ultimately, this section shows that there are a few studies to examine the benefits of the mobile phone technologies among academics. Despite the advantages of mobile phone technology are clear, only a small number of Institutions of Higher Learning are equipped with integrated mobile phone technologies in their environments (Joan John, 2007; Kim et al., 2006; New Media Consortium, 2007). Figueira (2007) pointed that as of August 2007, however, there are no universities or degree awarding programs with a website designed for downloading on a mobile device (p.1). Sufficient technological means to access mobile devices are not widely used by the academics in Institutions of Higher Learning (Junior et al., 2008). In 2007, Peters conducted a research to 29 manufacturers of mobile devices, businesses and education suppliers and found that mobile phone technologies are in general used in some commercial organizations, but found limited adoption for Institutions of higher learning use. The purpose of this study is to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologies change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. 4.0 Research Methodology Both primary and secondary data were collected for this research. The primary data was collected by distributing questionnaires to the academics in University Utara Malaysia (UUM). UUM is a public Institution of Higher Learning located n the northern region of Malaysia. The sample of this study was the academics that come from Public Institution of Higher Learning (PIHL). Those academics are different in terms of their academic designation: Tutor, Lecturer, Senior Lecturer, Associate Professor, and Professor. A total of 290 questionnaires were distributed to all academics in UUM. The sampling was based on convenience and 153 participants successfully responded, giving a response rate of 52.7 %. The analysis of the survey results is presented based on a valid response of 153 academics of University Utara Malaysia. Data collection for this study was undertaken during the month of May 2009. In gathering information pertaining to the study; a questionnaire was used as the main instrument for data collection in this study. a questionnaire was prepared divided into seven sections as follows: Section 1 was not containing any personally identifiable questions. The demographic and background variables used in this study are gender, status, age, designation, availability of devices, period of time in using device, academics opinion about devices price, academics opinion about devices, usefulness and effectiveness role in the work, connecting to internet through device, and academics preferences for mobile phone functions. This section was adapted from Avenoglu (2005) and Trifonova (2006). Section 2: contains questions that targeted at attitudes towards the use of mobile phone technology in Institutions of Higher Leaning. The respondents were given a list of six items to assess their opinions and attitu des to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Avenoglu (2005). Section 3: contains questions concerning the perceived usefulness to use mobile phone technology. Five items were used to measure the respondents perception toward the usefulness to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 4: contains questions that targeted at the perceived ease of use of mobile phone technology. Three items were used to measure the respondents perception that used mobile phone technology and found it easy to use. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 5: contains questions about behavioral intention to use mobile phone technology in Institutions of Higher Leaning. Four items were used to measure behavioral intention of the respondents towards using of mobile phone technology. Questions were adapted form Kurnia et al. (2008). Section 6: contains questions that are related to how can mobile phone technology change the work situation of academics in Institutions of Higher Leaning. Ten items were used to measure the respondents opinions about how can mobile phone technology increases the flexibility and the ability to work on the move. Questions were adapted form Dye et al. (2003). Section 7: contains statements that targeted to mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning. The respondents were given a list of eighteen statements to assess their opinions and potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. All Questions in this section were chosen from the interview with academics. A five point Likert scale type was used in this study and the academics were required to state the extent to which statements in their point of view were important or not important for them as academics. The Scale was (SD= Strongly Disagree, D = Disagree, N = Neutral, A = Agree, and SA = Strongly Agree). In this study, the questionnaire was pilot tested with 30 UUM academic staff. The table 1 shows the Cronbachs alpha coefficient for section 2, section 3, section 4, section 5, section 6 and section 7. Table 1: Reliability Cronbachs Alpha (ÃŽ ±) for Questionnaires Six Sections The Item Cronbachs Alpha (ÃŽ ±) Reliability Results Section 2 0.891 Good Section 3 0.840 Good Section 4 0.820 Good Section 5 0.805 Good Section 6 0.894 Good Section 7 0.883 Good 5.0 Data Analysis and Results 5.1 Respondents Profile and Background Information Based on the demographics and other personal background information obtained, out of 153 respondents 61.0 % were females. The most of the respondents were married 74 %. 36.4 % of the respondents were 41 to 50 years old and 30.5 % were 31 to 40 years old. Most of the respondents were Lecturers position 39.0 %, following by Senior Lecturers 26.0 %, Tutor 18.2 %, and Associate Professor 16.9 %. Table 2 below gives respondents demographic profile: Table 2: Respondents Demographic Profile Respondents Profile Classification Frequency % Gender Male 60 39 Female 94 61 Status Married 114 74 Unmarried 40 26 Age 20-30 33 21.4 31-40 47 30.5 41-50 56 36.4 Above 50 18 11.7 Designation Tutor 28 18.2 Lecturer 60 39.0 Senior Lecturer 40 26.0 Associate Professor 26 16.9 5.1.2 Availability of Devices The study (refer to 1) shows that 98 % of academics had Cell phone, 36 % PDA, 10 % Smart phone, and 2 % Pocket PC. The study also shows that there were more that 40 % of academics had more that one device, for instance, 33 % of academics had Cell phone and PDA device, 9 % of academics had Cell phone and Smart phone, and 3 % of academics had Cell phone, Smart phone and PDA in one time. 5.1.3 Period in Using Device The study (refer to 2) shows that 50.6 % of academics had Cell phone for more than 8 years, 30 % had Cell phone between 6 to 8 years, 13.6 % had Cell phone between 3 to 5 years, and 0.6 % had Cell phone less than one year. As well, it shows that 2.6 % of academics had Smart phone between 3 to 5 years, 5.2 % had Smart phone between 1 to 2 years, 2.0 % of academics had Smart phone less than one year. In addition, it shows that 3.2. % of academics had PDA device between 6 to 8 years, 7.1 % of academics had PDA device between 3 to 5 years, 19.4 % had PDA device between 1 to 2 years, and 6.5 % of academics had PDA device less than one year. Finally, only three participants 2.0 % had Pocket PC between 1 to 2 years. 5.1.4 Opinion about the Price In view of academics opinion about prices of devices, the general opinion was that Cell phones had reasonable price, were 77.8 % preferred that Cell phone had normal price and 22.8 % refer that Cell phone had low price. In addition, Smart phone, PDAs, and Pocket PC were considered costly price (for Smart phone 58.44 %, for PDAs 61.04 %, and for Pocket PC 64.94 %). Furthermore, a few academics had no opinion on the prices for smart phones, PDAs, and Pocket PC (for Smart phones 4 %, PDAs 5.19 %, and Pocket PC 2.60 %). 3 and shows the academics opinion about devices prices. 5.1.5 The Usefulness and Effectiveness Role of Mobile Phone Technologies in the Work The study (refer to 4) shows that the majority of respondents 97.4 % considered that mobile devices can play a useful and effective role in their daily work. While 0.6 % considered that mobile devices cannot play a useful and effective role in their daily work, and only 1.9 % were not sure about the usefulness and effectiveness of mobile device role in their work. These results indicate that academics had positive opinions regarding using mobile phone technologies in their work, and these results can support researchers opinion about the importance and usefulness of this study in IHLs environment, and to stand up to the factors that could help passing mobile phone technologies in IHLs. 5.1.6 Connecting to Internet though Mobile Phone Technologies 5 shows that the majority of respondents 75.3 % were connecting to internet though mobile phone technologies, and only 24.7 % were not connecting to internet through mobile phone technologies. As evidenced by various studies mentioned above, mobile phone technologies give opportunity to academics to connect to internet and to the world any time anywhere. In addition, mobile phone technologies could able to increase the range of personalized and customized communication, entertainment, relationship management and service function 5.1.7 Academics Preferences of Mobile Phone Functions The academics in this section were given a list of fifteen mobile phone functions and they had to choose one or more of these functions. The results are shown in table 3. Today mobile phone technologies provide a wide range of services. Among these services, a researcher can demonstrate; browsing the Web, MMS, games, alarm/reminder, calling, listening to music, voice recorder, chatting, calendar, camera, phone book, SMS, sending e-mail, dictionary, audio file storage. According to the findings, 100 % of respondents preferred that the function of calling was the most important function, where 98 % preferred that the second important function was SMS. In addition, the findings show that the respondents who choose calendar were 79 %, camera 77 %, alarm/reminder 75 %, phone book 70 %, listening to music 61 %, browsing the Web 53 %, games and sending e-mail 42 %, MMS 41 %, voice recorder 38%, dictionary and audio file storage 29%, and chatting 21 %. Table 3: Academics Preference of Mobile Phone Functions No. Mobile Phone Functions % 1 Calling 100% 2 SMS 98% 3 Calendar 79% 4 Camera 77% 5 Alarm/reminder 75% 6 Phone book 70% 7 Listening to music 61% 8 Browsing the Web 53% 9 Games 42% 10 Sending e-mail 42% 11 MMS 41% 12 Voice recorder 38% 13 Dictionary 29% 14 Audio file storage 29% 15 Chatting 21% 5.2 Attitudes towards the Use of Mobile Phone Technology in IHLs The respondents were given a list of six items to assess their opinions and attitudes toward using mobile phone tec

Domestic Violence Against Men Essay -- Violence Against Women Essays

The first reaction upon hearing about the topic of battered men, for many people, is that of incredulity. Battered husbands are a topic for jokes (such as the cartoon image of a woman chasing her husband with a rolling-pin). One researcher noted that wives were the perpetrators in 73% of the depictions of domestic violence in newspaper comics (Saenger 1963). Battered husbands have historically been either ignored or subjected to ridicule and abuse. In 18th-century France, a battered husband "was made to wear an outlandish outfit and ride backwards around the village on a donkey" (Steinmetz & Lucca 1988). Even those of us who like to consider ourselves liberated and open-minded often have a difficult time even imagining that husband battering could take place. Although feminism has opened many of our eyes about the existance of domestic violence, and newspaper reports often include incidents of abuse of wives, the abuse of husbands is a rarely discussed phenomenon. One reason researchers and others had not chosen to investigate husband battering is because it was thought to be a fairly rare occurrence. Police reports seemed to bear this out (Steinmetz 1977), with in some cases a ratio of 12 to 14.5 female victims to every one male victim. But another reason is that because women were seen as weaker and more helpless than men due to sex roles, and men on the other hand were seen as more sturdy and self-reliant, the study of abused husbands seemed relatively unimportant. Research begins to show the reality In 1974, a study was done which compared male and female domestic violence. In that study, it was found that 47% of husbands had used physical violence on their wives, and 33% of wives had used violence on their husbands (Gelles 1974). Half of the respondents in this study were selected from either cases of domestic violence reported to the police, or those identified by the social service agency. Also in 1974, a study was released showing that the number of murders of women by men (17.5% of total homicides) was about the same as the number of murders of men by women (16.4% of total homicides). This study (Curtis 1974), however, showed that men were three times as likely to assault women as vice-versa. These statistics came from police records. [The murder statistic was no big news, by the way. In 1958, an investigation of spousal hom... ...and Divorce Today "First Large-Scale Study Reveals Elder Abuse is Primarily by Wives Against Husbands" December 15, 1986 Mercy, J.A. & Saltzman, L.E. "Fatal violence among spouses in the United States, 1976-85" American Journal of Public Health 79(5): 595-9 May 1989 Nagi, Saad Child Maltreatment in the United States Columbia University Press, New York, p. 47, 1977 Nisonoff, L. & Bitman, I "Spouse Abuse: Incidence and Relationship to Selected Demographic Variables" Victimology 4, 1979, pp. 131-140 O'Leary, K. Daniel; Arias, Ilena; Rosenbaum, Alan & Barling, Julian "Premarital Physical Aggression" State University of New York at Stony Brook & Syracuse University Rooke, Margaret "Violence in the Home" RadioTimes 16-22 March 1991 p. 8. Saenger, G. "Male and female relation in the American comic strips" in The funnies: An American idiom M. White & R.H. Abel editors, The Free Press, Glencoe IL, 1963, p. 219-223 Sexuality Today Newsletter "Violence in Adolescent Dating Relationships Common, New Survey Reveals" December 22, 1986 (reporting on a report in Social Work contact Karen Brockopp) pp 2-3. Statistical Abstract of the United States 1987 table 277

Ben & Jerrys Homemade Ice Cream - Marketing Stratgies :: GCSE Business Marketing Coursework Essays

Ben & Jerrys was experiencing a steady growth within their sales figures from 1990 to 1993. However, In March 1994, Cost of Sales increased approximately $9.6 million or 9.5% over the same period in 1993, and the overall gross profit as a percentage of net sales decreased from 28.6% in 1993 to 26.2% in 1994. This loss might have been a result of several reasons, such as high administration and selling costs, a negative impact of inventory management, and start up costs associated with certain flavours of the new Smooth, No Chunks ice cream line. Ben & Jerrys selling, general and administrative expenses increased approximately 28% to $36.3 million in 1994 from $28.3 million in 1993 and increased as a percentage of net sales to 24.4% in 1994 from 20.2% in 1993. This increase might reflect the increase in marketing and selling expenses and the increase in the companys administrative infrastructure. Ben & Jerrys loss was not solely due to their employee orientated approach, but they appeared to have taken out a vast amount of capital lease in their aim to automate their production to keep up with the intense competition. As reflected in the balance sheet, Ben & Jerrys had reinvested huge amounts of property and equipment in 1994 increasing their long-term debts by almost 45% in 1993. Alternatives available to the consumer now, and in the foreseeable future Haagen Dazs is currently the main competitor in the concentrated market place for super premium ice cream. Substitutes are however available. There are other ice creams not in the super premium category. To an extent, these are real competitors. However for the market B&J caters for {the up market 25-40s with a high disposable income} their strategies should not have a great impact on B&J. The frozen yogurt lines which B&J now provides, has a number of direct competitors to deal with. Dealing with other substitutes is not that simple. Expensive (or not) chocolate, cakes, croissants and other post meal consumables are realistic options for the consumer. Ferrara Rocha will assure you that their product is the perfect accompaniment to any meal. B&J need to be wary of this. How he/she makes the choice for ice cream (as opposed to chocolate etc.) and then super premium (as opposed to premium or ordinary) and then B&J (as opposed to Haagen Dazs etc.) is essential. [See section 3.21 Research] The possibility of a rival ceasing B&Js place as no.

Airline Consumer Engagement Marketing Essay

Airline Consumer Engagement Marketing Essay Abstract This paper discusses how airline companies engage with their consumers. It discusses the modes of consumer engagement and the process of engagement. Most companies use integrated marketing approach to engage consumers because of the diversity of needs in the market. It also outlines the various theories of decision-making as applied in the airline industry. The aim is to establish how different consumers make their decisions about services and products in the market. Cognitive dissonance theory, maximization utility, the reasoned action and the theory of certainty provide realistic concepts for predicting the behavior of consumers. Companies are more likely to use them in designing and implementing consumer engagement strategies. Introduction Customer engagement marketing refers to all the strategies that a company or business use to establish a relationship between the consumers and the operations of the company. Effective consumer engagement strategies are important because they influence consumers towards developing values in relation to companies. Consumers who value the services or products of a particular company tend to be loyal customers (Bowden 2009). Consumer engagement can also be perceived as a marketing strategy that aims at creating and maintaining loyal customer base in the market (Bowden 2009). This paper seeks to discuss how companies in the airline sector engage with consumers of their services in the market. It also seeks to discuss how consumers make decisions using relevant theories. The Reasons for Consumer Engagement Processes Understanding why companies need to engage with consumers in the market is useful in determining how they conduct the process of engagement. Consumer engagement is a crucial aspect of brand management. Brand management is one of the marketing strategies that companies use to establish brand loyalty. It aims at increasing the positive perception of a particular product or services (Ashworth & Kavaratzis 2010). For instance, companies in the airways sector engage in awareness campaigns to inform the public of their services and routes of destination. The awareness campaign is one of the aspects of brand management strategy. Consumer engagement strategies may provide platforms for receiving feedbacks regarding the services that companies offer in the airline sector. The companies can use the feedbacks to improve the nature of their services (Ashworth & Kavaratzis 2010). For instance, an airline company may learn that their flight attendants take relatively longer time to serve customers compared to other companies. The airline company may use the information to serve as a basis of investigation and improvement of all services. Customer engagement strategies also provide information that a company can use to understand the composition of the market. The information regarding the composition of the market is useful in determining why certain age groups do not use the available services. It also makes the company understand how to change and improve their services to accommodate the interests of other people who do not use the services (Bowden 2009). Companies may also understand their competitions using the feedback they receive from consumers. Consumer Engagement Strategies Modes of Engagement Companies use various modes to engage consumers. The suitability of the modes depends on the objective of engagement. For instance, a company that seeks to get feedback on their new product will use Facebook because it provides options for receiving comments. The strength of the methods of engagement lies in the ability of consumers to provide feedback regarding the operations of companies in the airline sector. The market composition for airline services has become complicated. It consists of different groups of people who have varying needs. Each group of consumers requires a different advertisement method. The methods of advertisement include the traditional modes such as televisions, radios and printed articles. Most recently information technology has become the predominant mode of engagement. Information technology supports various social platforms such as Facebook and twitter. Information technology also involves advertisement through mobile phone applications. Most airline co mpanies use an integrated marketing strategy to respond to the challenge of diversity in the market. Integrated marketing strategy involves using various advertisement methods together. The scheme offers a comprehensive approach for engaging consumers of airline services in the operations of the company (Shakeel-Ul-Rehman & Ibrahim 2011). Media planners in such companies acknowledge the diversity in the market in relation to the interests of people. For instance, the traditional advertisement methods may be helpful in reaching people who might find the use of technology a daunting task (Shakeel-Ul-Rehman & Ibrahim 2011, p. 188). It can be argued tha tthe use of information technology offers more appeal to the younger generation and business people who value time. Consumer engagement through social media works on principles that are different from the traditional methods. It offers a platform for receiving feedbacks regarding the operations of the company. The Process of Engagement Bijmolt et al. (2010) maintains that the process of consumer engagement begins from acquisition of the same. The process of acquisition involves selecting prospective customers on the basis of their potential responsiveness and their ability to purchase the services. This aspect is important to airline companies in African countries because of the high rate of charges they impose for the services. Only people with adequate financial resources can afford the charges. The selection criteria might help companies to conserve their resources by focusing on customers who fit the qualification criteria. The selection process helps the airline companies to establish their focus in the market. The companies use the Recently, Frequently and Monetary model to select prospectus customers (Bijmolt et al. 2010). RFM is a strategy that companies use to determine the value of customers. The assumption of the valuation model is that a future customer has the same characteristics as the customer of th e past. The second step in the process involves the management of the acquired customers (Bijmolt et al. 2010). This step also involves a sub-process of allocating resources in relation to the establishment of effective marketing approaches. Media planners select suitable advertisement modes based on the analysis of the characteristics of the prospective customers. Airline companies might, therefore, use an integrated marketing approach to counter the challenge of diversity in the market. A higher proportion of people aged above 65 years and above find technology intimidating and involving. Majority of people aged below 45 years find technology appealing to their interests (Shakeel-Ul-Rehman & Ibrahim 2011). Business people and executives of various corporations prefer direct inquiry because other processes consumes a lot of time. Correspondingly, the consumer management process follows a successful analysis of the characteristics of prospects consumers (Posavac 2012). Other steps i nvolve customer development and retention (Bijmolt et al. 2010). The processes aim at attracting loyalty to the services of airline companies by engaging in vigorous campaigns of the same. In general, airline companies engage consumers through a process that begins from a careful selection of the same and ends at retention. They also engage consumers through carefully planned advertisement techniques (Bijmolt et al. 2010). Consumer Decision-Making Process Making a decision involves engaging in a process that would help decide the right course of action in a situation with more than one alternative. Young (2010) people develop risk-benefit frameworks in most situations to analyze the options that are present. An individual would want to make decisions that impact positively on his or her life. The outcomes of situations depend on the nature of decisions that individuals make. Decision-making processes also apply in situations where consumers need to choose between products and services. The airline industry has several companies that offer same or similar services. The theories that explain decision-making processes include cognitive dissonance, consistency theory, commitment, certainty effect, choice-supportive bias, confirmation bias, the scarcity principle, and reasoned action theory (Young 2010). Cognitive dissonance theory maintains that individuals always seek to minimize the extent of discomfort in contradicting situations (Youn g 2010). According to the theory, individuals experience discomfort due to the conflicting ideas in their minds (Cooper 2007). It explains that an individual in such a situation is likely to take the easy option of eliminating the source of discomfort (Young 2010). Cognitive dissonance affects how consumers process information in relation to various products and services. Individuals will always have ideas that conflict with their pre-conceived perceptions about certain companies. The diversity in ideas results from the emerging trends, the shifting needs and social circles (Young 2010). In social circles, everyone tends to defend what they believe to avoid the uncomfortable situations. For instance, an individual may experience cognitive dissonance when he receives a message that contradicts the value that he attaches to an airline company (Cooper 2007). A friend may try to convince him that there is another company that offers better services than the company he has been using. Ma rketers may use the concepts of this theory to present consistent information when engaging consumers. Consistency theory asserts that lack of constancy in the relationship between beliefs and actions evoke uncomfortable feelings in individuals (Little-John & Foss 2008). It affirms that people wish to engage in acts that are consistent with their belief and cultural system. The discordance in the relationship between the belief system and actions evoke uncomfortable feelings. An individual in such a circumstance is likely to change the belief and value system to accommodate the emerging trends. Human beings have predetermined belief and value systems that they use to evaluate decisions before making them. In other words, the choice that people make should always be consistent with what they perceive as right or wrong (Little-John & Foss 2008). Any slight variation between the belief system and the course of action evokes the feelings of discomfort in individuals. The consistency the ory explains why some people are particular about the flight attendants who serve them in an airplane. The theory may not find much application in customer engagement compared to cognitive dissonance theory. Most processes engaged in the provision of airline services do not contradict the belief systems of individuals. The theory of certainty result discusses how probabilities of outcomes influence the behavior of individuals (Secchi 2011). The theory maintains that people tend to develop less interest in situations which present low probability outcome of the desired results (Loughran et al. 2012). Similarly, an individual will develop more interest in a situation if the probability of achieving the desired results is high (Secchi 2011). Individuals make choices on the basis of the probability of the outcome of the situation. They perceive outcomes based on their past experiences or the experiences of other people. For instance, engaging consumers through social media provides a pl atform that consumers may use to present their feedbacks. Some of the feedbacks can be critical of a company’s operations. If so many people acknowledge the efficiency in operation of an airline company, then people are more to likely seek the same services. In other words, people want to get a hint of what would happen if they were to make a particular decision. The behaviour pattern is driven by the need to eliminate the negative feelings that come from disappointments. People have various expectations regarding how they want the outcomes of various situations to become (Loughran et al. 2012). Most airline companies use influential personalities in advertisements to create an impression of better past experiences. The personalities convince potential consumers that the services of the company were better. The aim of the advertisements is to influence consumers to develop positive opinions regarding the services of the company. Maximization utility theory predicts that human beings behave as if they were economists and were business-minded. It asserts that an individual is likely to make a choice of a product that offers the greatest value for the least amount of money possible (Kahneman & Thaler 2006). In extreme circumstances, the costs of products and services are more likely to influence the purchasing behaviour of individuals even if the quality is compromised. Inadequate resources influence this type of a decision-making process (Kahneman & Thaler 2006). In normal circumstances, people will want high-quality result for fewer inputs. It explains why people like to bargain when purchasing products and services. In the airline industry, people tend to go for companies that offer quality services at affordable rates. It can be argued that the understanding of this theory also affects the pricing strategies of various airline companies (Kahneman & Thaler 2006). For instance, most airline companies have different classes of passengers; first class, sec ond class and third class. The first-class passengers can afford high charges for the highest quality of service. The low-class passengers are the people who wish to use airline services, but are discouraged by the high charges. Choice-supportive bias theory explains that most people twist their memories to convince the present result that the decisions they made were the best (Ross 2009). The theory asserts that most people manipulate their memories to prevent the feelings of disappointment that the result presents. The case happens in situations where an individual has to take an early stand in the matter that involves multiple options. Individuals will always want to remember less negative things about situations that happened (Ross, 2009). In a business environment, the choice –supportive bias theory occurs for consumers who have used a particular product or service for a long time. Such consumers will always talk negatively about other products or services. It is an adva nced level of brand loyalty that results from effective consumer engagement strategies. Various companies understand that subjecting prospective customers through effective and consistent consumer engagement sessions influences the way they perceive the services. Consumers would continue to stick even if their services were relatively poor compared other companies (Ross, 2009). The principle of scarcity affirms that individuals are more likely to go for services and products that are scarce in the market, especially if the demand is high. Individuals tend to associate scarcity of products and services with quality. The notion is that the services or products could be scarce because several people went for them (Siebert 2008). If many people went for them then, they must have been impressive. The abundant supply of a particular service or product may create the impression that it is less desired by people (Siebert 2008). Most people analyze situations to ascertain the behaviours of o thers towards various products or services (Siebert 2008). The aim is to avoid first-hand experience of disappointing results. Airline companies understand this principle and use it to increase the consumption of their services. They create a demand crisis then offer limited opportunities for utilization of their services. The strategy encourages people to book flights in advance to avoid a last minute rush. The reasoned action theory explains that individuals engage in certain actions because they planned to do so (Tanachart & Islam 2010). It also explains that the intention originates from his or her attitude towards that behavior (Tanachart & Islam 2010). In this context, the intention serves as the basis for prediction of a behavior pattern. Beliefs and values influence the formation of attitudes regarding certain patterns of behavior (Smith & Biddle 2008). Understanding people’s beliefs system is important in understanding their attitudes. Understanding attitudes helps i n predicting what an individual plans to do in a circumstance. An individual is more likely to engage in a particular action if he or she believes that it is the right thing to do in the circumstance. What other people think of the choice plays a central role in influencing the actions of the individual. The theory recognizes that there are factors that limit the influence of people’s intentions towards engaging in a particular behavior (Smith & Biddle 2008). For instance, the airline companies are aware that many people wish to use their services but are incapacitated by the lack of financial resources. The understanding has compelled the airline companies to develop different classes of service; high class, middle class and the low class. Cognitive dissonance theory, maximization utility, the reasoned action and the theory of certainty provide realistic concepts for predicting the behavior of consumers. Companies are more likely to use them in designing and implementing con sumer engagement strategies. Conclusion Companies in the airline industry engage consumers through an integrated marketing approach. The approach is influenced by the diversified nature of the market. The engagement process begins from the selection stage and ends at retention of customers. There are various theories that explain how consumers make decisions regarding products or services. Such theories include cognitive dissonance, consistency theory, commitment, certainty effect, choice-supportive bias, confirmation bias, the scarcity principle, and reasoned action theory. References Ashworth, G. J., & Kavaratzis, M., (2010). Towards effective place brand management: branding European cities and regions. Internet Resource. Bijmolt, T., Leeflang, P., Block, F and Eisenbesiss M., (2010). Analytics for Customer Engagement, Journal of Service Research, Vol. 13, No. 3, pp. 341-356. Bowden, J., (2009). ‘Customer Engagement: A Framework for Assessing Customer-Brand Relationships: The Case of the Restaurant Industry’, Journal Of Hospitality Marketing & Management, Vol. 18, No. 6, pp. 574-596, COOPER, J., (2007). Cognitive dissonance fifty years of a classic theory. Los Angeles, SAGE. Kahneman, D. & Thaler, R.H., (2006). â€Å"Anomalies: Utility Maximization and Experienced Utility†, The Journal of Economic Perspectives, vol. 20, no. 1, pp. 221-234. Littlejohn, S. W., & Foss, K. A. (2008). Theories of human communication. Australia, Thomson Wadsworth. Loughran, T. A., Pogarsky, G., Piquero, A. R., & Paternoster, R., (2012). Re-Examining the Functional Form of the Certainty Effect in Deterrence Theory. JQ: Justice Quarterly, Vol. 29, No.5, pp. 712-741. Posavac, S. S., (2012). Cracking the code: leveraging consumer psychology to drive profitability. Armonk, N.Y., M.E. Sharpe. ROSS, B. H., (2009). Advances in research and theory. Amsterdam, Elsevier. Secchi, D. (2011). Extendable rationality understanding decision making in organizations. New York, Springer. Shakeel-Ul-Rehman & Ibrahim, M.S.. (2011). â€Å"Integrated Marketing Communication and Promotion†, Researchers World, vol. 2, no. 4, pp. 187-191. Siebert, H., (2008). Economics of the environment: theory and policy. London, Springer. Smith, A. L., & Biddle, S., (2008). Youth physical activity and sedentary behavior: challenges and solutions. Champaign, IL, Human Kinetics. Tanachart R., & Islam, S.N., (2010). Designing an Efficient Management System: Modelling of Convergence Factors Exemplified by the Case of Japanese Businesses in Thailand. Heidelberg, Physica. Young â⠂¬Å"Sally†, K 2011, ‘Application of the Cognitive Dissonance Theory to the Service Industry’, Services Marketing Quarterly, Vol. 32, No. 2, pp. 96-112.

Dick Spencer Case Essay

Spencer was a plant manager of Modrow Company, a Canadian Branch of the Tri-American Corporation. Tri-American was a major producer of primary aluminum with integrated operations ranging from mining of bauxite through the processing to fabrication of aluminum into variety of products. The company had also made and sold refractories and industrial chemicals. The parent company had wholly owned subsidiaries in five separate United States locations and had foreign affiliates in fifteen different countries. Tri-American employed approximately 22,000 employees in the total organization. The company was governed by a board of directors. The board set general policy, which was then interpreted and applied by the various plant managers. This decentralization in organizational structure increased the freedom and authority of the plant managers, but increase the pressure for profitability. Spencer started his career in Tri-American Corporation as salesman and he succeeded. After two years of successful work as salesman, he became the symbol of what salesman have to be. In his career in Tri-American, he had worked as salesman, troubleshooter, assistant plant manager in English branch in London UK, plant manager in Birmingham in UK and his last position was plant manager of Modrow company in Canada. It was another challenging position in his career and he had faced few problems regarding to management, organization culture, organization conflict and organization innovation. †¢ Spencer was a plant manager of Modrow Company, a Canadian Branch of the Tri-American Corporation. †¢ Tri-American was a major producer of primary aluminum with integrated operations ranging from the mining of bauxite through the processing to fabrication of aluminum into a variety of products. The company had also made and sold refractories and industrial chemicals. The parent company had wholly owned subsidiaries in five separated US locations and had foreign affiliates in 15 different countries. Tri-American employed approximately 22,000 employees in the total organization. The company was governed by a board of directors, which included chairman, vice chairman, president and 12 vice presidents. Subsidiaries and branches are organized as independent companies and decisions are decentralized. †¢ The Modrow Branch was located in a border town in Canada. The total work force in Modrow was 1,000. This Canadian subsidiary was primarily a fabricating unit. Its main products were foil and building products such as roofing and siding. Problem: 1. Resistance to change by employees, this problem shows when Dick as the plant manager asked the worker why he was using the saw when the material could easily be bent fifted into the barrels, resulting in saving time and equipment. And then the worker said â€Å"We’ve never done it that way, sir. We’ve always cut it†. After all the power saw are removed from the scalp area in order to adjust new method of bending rather than cutting. A few day later Dick find out that workmen using hand shears to cut each strip to cut. 2. Process of Production Problems. In his new position as Plant Manager at Modrow, he found that construction was slower in completion than originally planned; equipment arrived before the building was finished, employees were upset about the extent of change expected in their work routines with the installation of additional machinery, and in general morale was at low ebb. 3. Culture Change Problem; there is the difference between American and British philosophy and performance within the plant. Here, he also found that his power and authority were less than those of his superiors, so he constantly found himself in the position of having to soft pedal or withhold suggestions that he would have liked to make, or innovations that he would have liked to introduce. After a frustrating year and a half, Dick was suddenly made plant manager of an old British company which had just been purchased by Tri-American. He left his first English assignments with mixed and moved from London to Birmingham. In Birmingham, he become a plant manager and operated much as he had in his troubleshooting job for the first couple of years of his change from sales to administration. He did some changes in Birmingham. Training and reduction programs were instituted for all supervisors and managers who survive the initial purge. He tried to focus/ control on relationship between production and the needs from sales by simplifying and redesign in order to increase profit. Later the company showed a small profit for the first time in many years. For this successfulness, then he requested transferred back to United States. 4. Cost Reduction Problem, by the end of his first year at Modrow, the building program had been completed, although behind schedule, the new equipment had been installed, and some revamping of cost procedures had been incorporated. But, the financial picture at this time showed as a loss. Later, all managers of the various divisions had worked closely with their supervisors and accountants in planning the budget for the following year. 5. Human Relations/ Interaction Problems When he worked through his first year as plant manager, Dick developed the habit of strolling around the organization. He was apt to leave his office and appear anywhere on the plant floor, in the design office and at the plant cafeteria rather than in the executive dining room, or wherever there was activity concerned with Modrow. At first his presence disturbed those who noted him coming and going, but later, the workers came to accept his presence and continue their usual activities. Supervisors, managers, and foreman, however, did not feel as comfortable when they saw him in the area. 6. Different corporate culture in Canada, even though Canada is located in same geopolitical areas, geographically and nationally Canada is different country and corporate culture is bit different from USA. And Dick Spencer is American manager who started his career in USA. As we can see from the case, Dick Spencer is basically very stunning to adapt different corporate culture in different countries such as UK and Canada plant career. We can see it from this sentence: ‘†¦ In recalling his first year at Modrow, Dick had felt constantly pressured and badgered. He always sensed that the Canadians he worked with resented his presence since he has brought in over the heads of the operating staff’. At the same time he felt this subtle resistance from his Canadian work force†¦Ã¢â‚¬â„¢. 7. Organization conflict in Modrow plant, there was an obvious conflict between workers and Dick Spencer. We can see it from this sentence: ‘†¦ In recalling his first year at Modrow, Dick had felt constantly pressured and badgered. He always sensed that the Canadians he worked with resented his presence since he has brought in over the heads of the operating staff †¦Ã¢â‚¬â„¢. In the other words, other workers couldn’t live up with Dick’s arrival in the company. 8. Corporate innovation management, at the time of Dick Spencer’s arrival in the Modrow Branch, there was a lack of good corporate innovation management. We can see it from this sentence: ‘†¦ Prior to Dick’s appointment as plant manager at Modrow, extensive plans for plant expansion and improvement had been approved and started. Altough he had not been in on the original discussions and plans, he inherited all the problems that accompany large-scale changes in any organization. Construction was slower in completion than originally planned, equipment arrived before the building was finished, employees were upset about the extent of change expected in their work routines with installation of additional machinery, and, in general, morale was a low ebb†¦Ã¢â‚¬â„¢ 9. Decentralization, basically this is American organization type and American one is more formalistic than European. Decentralization is basically increase the pressure from parent company management. We can see it from this sentence: ‘†¦ This decentralization in organizational structure increased the freedom and authority of the plant managers, but increased the pressure for profitability†¦Ã¢â‚¬â„¢ 10. Lack of leadership for Dick Spencer, in terms of organization leader Dick Spencer shouldn’t include the all the works in the organization. He tried to do it by himself every single things and he aimed to attend every action. In terms of HRM, this is not good character for the good Leader. We can see it from this sentence: ‘†¦ As he worked through his first year as plant manager, Dick developed the habit of strolling around the organization†¦Ã¢â‚¬â„¢. This created the conflict between him and workers. Also this creates dis-approvement from workers. We can see it from this sentence: ‘†¦Supervisors, managers and foreman, however didn’t feel as comfortable when they saw him in the area†¦Ã¢â‚¬â„¢ 11. Lack of knowledge in Human resource and accounting knowledge, these two courses were disadvantage for Dick Spencer in this study in MBA and these two are very important for any organization. In the other way, he can find and hire someone who can do his unknowledgeable fields such as accounting and HR. 12. Too high expectation from management made pressure, we can see it from this sentence: ‘†¦he believed that the president and his friends in the home office were constantly on the alert, waiting for Dick to prove himself or fail flat on his face†¦