Weitere Artikel dieser Ausgabe durch Wischen aufrufen
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Cross-border e-commerce has developed rapidly integrating the global economy. Research has presented some solutions for the challenges and barriers in cross-border e-commerce from the perspective of the enterprise. However, little is known about the requirements of cross-border e-commerce talents and how to train them. In this paper, we firstly conducted semi-structured interviews to acquire the requirements of cross-border e-commerce talents. Business and market knowledge, technical skills, analytical ability and business practical ability were found to be the four core requirements. Then, we integrated problem-based learning and social media to design a talents training model for cross-border e-commerce and did a program to evaluate effectiveness of the model. Finally, its effectiveness was evaluated from the four evaluation dimensions of attitude, perceived enjoyment, concentration and work intention. The talents training model was improved according to the suggestions.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Accenture and AliResearch. (2016). Global Cross Border B2C e-Commerce Market 2020 : Report highlights & methodology sharing. Retrieved January 1, 2019 from http://unctad.org/meetings/en/Presentation/dtl_eweek2016_AlibabaResearch_en.pdf. Accessed 22 March 2018.
Agarwal, R., & Karahanna, E. (2000). Time flies when you’re having fun: Cognitive absorption and beliefs about information technology usage. MIS Quarterly, 24(4), 665–694.
Bandera, C. (2017). Value-added service providers for mobile education: Empirical challenges and analytics. Electronic Commerce Research, 17(2), 317–333.
Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Educational Technology Research and Development, 56(4), 401–422.
Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational Psychologist, 48(4), 243–270.
Capon, N., & Kuhn, D. (2004). What’s so good about problem-based learning? Cognition and Instruction, 22(1), 61–79.
Cheng, X., Fu, S., & de Vreede, G. J. (2017). Understanding trust influencing factors in social media communication: A qualitative study. International Journal of Information Management, 37(2), 25–35.
Cheng, X., Fu, S., & Druckenmiller, D. (2017). Trust development in globally distributed collaboration: A case of US and Chinese mixed teams. Journal of Management Information Systems, 33(4), 978–1007.
Cheng, X., Fu, S., Han, Y., & Zarifis, A. (2017). Investigating the individual trust and school performance in semi-virtual collaboration groups. Information Technology & People, 30(3), 691–707.
Cheng, X., Fu, S., Sun, J., Bilgihan, A., & Okumus, F. (2019). An investigation on online reviews in sharing economy driven hospitality platforms: A viewpoint of trust. Tourism Management, 71, 366–377.
Csikszentmihalyi, M. (1977). Beyond boredom and anxiety. San Fransisco: JosseyBass.
Csikszentmihalyi, M. (2013). Flow: The Psychology of happiness. London, UK: Random House.
Cui, Y., Mou, J., Cohen, J., & Liu, Y. (2019). Understanding information system success model and valence framework in sellers’ acceptance of cross-border e-commerce: a sequential multi-method approach. Electronic Commerce Research. https://doi.org/10.1007/s10660-019-09331-0.
Deng, Z., & Wang, Z. (2016). Early-mover advantages at cross-border business-to-business e-commerce portals. Journal of Business Research, 69(12), 6002–6011.
Eisenhardt, K. M. (1989). Building theories from case study research. Academy of Management Review, 14(4), 532–550.
Giuffrida, M., Mangiaracina, R., Perego, A., & Tumino, A. (2017). Cross-border B2C e-commerce to Greater China and the role of logistics: A literature review. International Journal of Physical Distribution & Logistics Management, 47(9), 772–795.
Gomez-Herrera, E., Martens, B., & Turlea, G. (2014). The drivers and impediments for CBEC in the EU. Information Economics and Policy, 28, 83–96.
Guo, Y., Bao, Y., Stuart, B. J., & Le-Nguyen, K. (2018). To sell or not to sell: Exploring sellers’ trust and risk of chargeback fraud in cross-border electronic commerce. Information Systems Journal, 28(2), 359–383.
Gupta, S., & Bostrom, R. (2013). Research note—An investigation of the appropriation of technology-mediated training methods incorporating enactive and collaborative learning. Information Systems Research, 24(2), 454–469.
Head, K., & Mayer, T. (2014). Gravity equations: Workhorse, toolkit, and cookbook. Handbook of international economics (Vol. 4, pp. 131–195). Amsterdam: Elsevier.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.
Hortaçsu, A., Martínez-Jerez, F., & Douglas, J. (2009). The geography of trade in online transactions: Evidence from eBay and mercadolibre. American Economic Journal: Microeconomics, 1(1), 53–74.
Hu, P. J. H., & Hui, W. (2012). Examining the role of learning engagement in technology-mediated learning and its effects on learning effectiveness and satisfaction. Decision Support Systems, 53(4), 782–792.
Huang, Y. (2016). Understanding China’s belt & road initiative: Motivation, framework and assessment. China Economic Review, 40, 314–321.
Kim, N. J., Belland, B. R., & Walker, A. E. (2017). Effectiveness of computer-based scaffolding in the context of problem-based learning for stem education: Bayesian meta-analysis. Educational Psychology Review, 4, 1–33.
Kim, T. Y., Dekker, R., & Heij, C. (2017). Cross-border electronic commerce: Distance effects and express delivery in European Union markets. International Journal of Electronic Commerce, 21(2), 184–218.
Koufaris, M. (2002). Applying the technology acceptance model and flow theory to online consumer behavior. Information Systems Research, 13(2), 205–223.
Loyens, S. M., Jones, S. H., Mikkers, J., & Van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34–42.
Lu, Y., Zhou, T., & Wang, B. (2009). Exploring Chinese users’ acceptance of instant messaging using the theory of planned behavior, the technology acceptance model, and the flow theory. Computers in Human Behavior, 25(1), 29–39.
Richardson, J. T. (2017). Student learning in higher education: A commentary. Educational Psychology Review, 29(2), 353–362.
Rueda, L., Benitez, J., & Braojos, J. (2017). From traditional education technologies to student satisfaction in Management education: A theory of the role of social media applications. Information & Management, 54(8), 1059–1071.
Schmidt, H. G., Loyens, S. M., Van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and. Educational Psychologist, 42(2), 91–97.
Schmidt, H. G., Van der Molen, H. T., Te Winkel, W. W., & Wijnen, W. H. (2009). Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44(4), 227–249.
Sinkovics, R. R., Yamin, M., & Hossinger, M. (2007). Cultural adaptation in cross border E-commerce: A study of German Companies. Journal of Electronic Commerce Research, 8(4), 221–235.
Svinicki, M. D. (2007). Moving beyond “it worked”: The ongoing evolution of research on problem-based learning in medical education. Educational Psychology Review, 19(1), 49–61.
Tarique, I., & Schuler, R. S. (2010). Global talent management: Literature review, integrative framework, and suggestions for further research. Journal of World Business, 45(2), 122–133.
Tavengerwei, R. (2018). Using trade facilitation to assist MSMEs in E-commerce in developing countries. Journal of International Economic Law, 21(2), 349–378.
Tian, Y., Ye, Z., Yan, Y., & Sun, M. (2015). A practical model to predict the repeat purchasing pattern of consumers in the c2c e-commerce. Electronic Commerce Research, 15(4), 571–583.
Tsai, H. T., Chien, J. L., & Tsai, M. T. (2014). The influences of system usability and user satisfaction on continued internet banking services usage intention: Empirical evidence from taiwan. Electronic Commerce Research, 14(2), 137–169.
Wan, Y., Ma, B., & Pan, Y. (2018). Opinion evolution of online consumer reviews in the e-commerce environment. Electronic Commerce Research, 18(2), 291–311.
Wang, S., Cavusoglu, H., & Deng, Z. (2016). Early mover advantage in e-commerce platforms with low entry barriers: The role of customer relationship management capabilities. Information & Management, 53(2), 197–206.
Wijnia, L., Loyens, S. M., Van Gog, T., Derous, E., & Schmidt, H. G. (2014). Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers. Learning and Instruction, 34, 22–31.
Wright, S., & Calof, J. L. (2006). The quest for competitive, business and marketing intelligence: A country comparison of current practices. European Journal of Marketing, 40(5/6), 453–465.
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage Publication.
Zhang, M., Lundeberg, M., & Eberhardt, J. (2011). Strategic facilitation of problem-based discussion for teacher professional development. Journal of the Learning Sciences, 20(3), 342–394.
- Designing a talents training model for cross-border e-commerce: a mixed approach of problem-based learning with social media
- Springer US
Electronic Commerce Research
Print ISSN: 1389-5753
Elektronische ISSN: 1572-9362