Gholami, MF, Daneshgar, F, Beydoun, G & Rabhi, F 2017, 'Challenges in migrating legacy software systems to the cloud —an empirical study', Information Systems, vol. 67, pp. 100-113.View/Download from: UTS OPUS or Publisher's site
© 2017 Moving existing legacy systems to cloud platforms is a difficult and high cost process that may involve technical and non-technical resources and challenges. There is evidence that the lack of understanding and preparedness of cloud computing migration underpin many migration failures in achieving organisations' goals. The main goal of this article is to identify the most important challenging activities for moving legacy systems to cloud platforms from a perspective of reengineering process. Through a combination of a bottom-up and a top-down analysis, a set of common activities is derived from the extant cloud computing literature. These are expressed as a model and are validated using a population of 104 shortlisted and randomly selected domain experts from different industry sectors. We used a Web-based survey questionnaire to collect data and analysed them using SPSS Sample T-Test. The results of this study highlight the most important and critical challenges that should be addressed by various roles within a legacy to cloud migration endeavour. The study provides an overall understanding of this process including common occurring activities, concerns and recommendations. In addition, the findings of this study constitute a practical guide to conduct this transition. This guide is platform agnostic and independent from any specific migration scenario, cloud platform, or an application domain.
Abedin, B, Daneshgar, F & D Ambra, J 2014, 'Pattern of non-task interactions in asynchronous computer-supported collaborative learning courses', Interactive Learning Environments, vol. 22, no. 1, pp. 18-34.View/Download from: UTS OPUS or Publisher's site
Worasinchai, L & Daneshgar, F 2012, 'Identifying knowledge transfer requirement in global organisational contexts', International Journal of Innovation and Learning, vol. 12, no. 4, pp. 353-363.View/Download from: UTS OPUS or Publisher's site
This article studies the inter-organisational (IO) knowledge transfer in global supply chains. A representative case was selected that consists of a number of laboratory analysis equipment dealer companies in Thailand and their customer companies in different industries in various parts of the world. Using the theories and frameworks in knowledge transfer in inter-organisational relationships, a survey questionnaire instrument was designed and data were collected from 73 employees of dealer companies and 87 employees of their customer companies (users of the laboratory equipment) scattered in different industries worldwide. Results indicate that the intra-organisation characteristics of the dealer companies which are expected to affect transfer of the necessary knowledge to the customers has no significant relationship with the nature of knowledge that is transferred or with the inter-organisation management. Moreover, there is no statistical significance in the intra-organisation relationships within the client companies perhaps because the majority of laboratory analysis equipment dealer companies import a great part of their products from overseas companies and they do not possess the technology themselves. Based on the findings, appropriate guidelines were provided for the enhancement of the effectiveness of the knowledge transfer process within the wide case study of this research. © 2012 Inderscience Enterprises Ltd.
Boongasame, L, Temdee, P & Daneshgar, F 2012, 'Forming buyer coalition scheme with connection of a coalition leader', Journal of Theoretical and Applied Electronic Commerce Research, vol. 7, no. 1, pp. 111-122.View/Download from: UTS OPUS or Publisher's site
Despite the variety of existing theoretical models for buyers' coalition in the current e-commerce literature, no existing coalition scheme explicitly takes into consideration issues related to the leadership attributes of the coalition. By adopting a design science research methodology and utilizing theoretical groundings of the Social Networking and Game theory, the current article provides algorithmic design of a buyer coalition scheme with explicit focus given to the 'betweenness', 'centrality', and 'closeness' attributes of the coalition leader. Detailed steps for forming the proposed coalition are provided along with related algorithmic designs and explanations for each step. The execution of the proposed algorithmic design and its effectiveness compared to the situation where no leadership attributes is explicitly considered, are demonstrated by using a scenario and associated simulation programs. Results from the simulation programs confirm that the proposed model provides additional discounts for the buyers regardless the number of buyers within the coalition, and with no additional costs to the seller. It is also expected that sellers will benefit from the proposed model as a result of reduced transaction costs associated with the proposed scheme. © 2012 Universidad de Talca - Chile.
Daneshgar, F & Parirokh, M 2012, 'An integrated customer knowledge management framework for academic libraries', Library Quarterly, vol. 82, no. 1, pp. 7-28.View/Download from: UTS OPUS or Publisher's site
The ability of academic libraries to produce timely and effective responses to various environmental changes constitutes a major challenge for them to enhance their survival rate and maintain growth in competitive environments. This article provides a conceptual model as an analytical tool for both improving current services as well as creating innovative services through appropriate management of client knowledge in academic libraries. Through an exploratory qualitative case study and from reviewing the current literature in knowledge management, a theoretical framework is proposed for managing customer knowledge. The proposed framework is expected to improve existing library services and create new innovative services in academic libraries. © 2012 by The University of Chicago. All rights reserved.
Abedin, B, Daneshgar, F & D Ambra, J 2012, 'Do non-task interactions matter? The relationship between non-task sociability of computer supported collaborative learning and learning outcomes', British Journal of Educational Technology, vol. 43, no. 3, pp. 385-397.View/Download from: UTS OPUS or Publisher's site
While technological improvements of the computer supported collaborative learning (CSCL) have been substantial, its nontask social aspect has not received proportional attention. This study investigates the notion of nontask sociability of CSCL, and identifies its relationship with the students' learning outcomes using the case of an Australian postgraduate programme. Learning outcome is defined as a multiple variable consisting of pedagogical affect, student's interest and perceived learning. Five items were identified for operationalising the nontask sociability. These are 'finding help, 'sense of appealing, 'sense of boringness, 'sense of interactivity and 'sense of frustration. In addition, a strong relationship was revealed between nontask sociability and learning outcomes which implies that further attention needs to be given to the nontask aspect of the CSCL interactions. Theoretical and practical implications of the findings are then discussed.
Daneshgar, F, Van Toorn, C, Ramburuth, P & Hsu, CKJ 2011, 'An investigation of e-learner satisfaction in the workplace: An Australian experience', International Journal of Learning, vol. 17, no. 12, pp. 31-44.
Multinational corporations have followed the strong global trend of adopting e-Learning systems to facilitate their organizational learning. In Australia, corporations have been quick to embrace this technology in order to provide ubiquitous training programs in the workplace. Whilst much research has been undertaken in the area of e-Learning in higher education, there is a general dearth of studies relating to e-Learning in the workplace across both Australia and the Asia Pacific region. Given the fact that there are fundamental differences in the assumptions underlying e-Learning in the workplace and in higher education, this embodies an area of interest. The current study presents findings of two case studies in Australia seeking to identify and understand factors of an e-Learning system, specifically those influencing the overall satisfaction of adult learners in the workplace. A number of existing theoretical models in the fields of systems and organizational behavior were studied which both explained and predicted individuals' attitudes and acceptance of information systems. However, it soon became evident that major limitations exist in the validity of these models in their original form when applied to e-Learning in today's general workplace environments, and in particular, in the Australian environment. Based on the findings from the case studies the authors propose an improved conceptual framework for defining the relationships between perceived adult learner satisfaction and e-Learning environmental characteristics. © Common Ground, Farhad Daneshgar, Christine Van Toorn, Prem Ramburuth, Chen Kang John Hsu.
Abedin, B, Daneshgar, F & D'Ambra, J 2011, 'Enhancing Non-Task Sociability of Asynchronous Computer Supported Collaborative Learning Environments', Computers & Education, vol. 57, no. 4, pp. 2535-2547.View/Download from: UTS OPUS or Publisher's site
While from a technological perspective Computer Supported Collaborative Learning (CSCL) systems have been improved considerably, previous studies have shown that the social aspect of the CSCL is often neglected or assumed to happen automatically by simply creating such virtual learning environments. By distinguishing between students non-task social interactions from on-task interactions, and through a content analysis, this paper demonstrates that non-task interactions do occur frequently in CSCL environments. Furthermore, by conducting a self-reported survey, the present study operationalizes non-task sociability of CSCL environments and determines factors that affect them. The findings from the survey revealed that the sense of cohesion and awareness about others significantly impact the non-task sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness about others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this paper can be used in future research for investigating the relationship between the non-task sociability of CSCL and other CSCL factors. The study also provides the CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. And finally, this study develops and validates an instrument that guides required changes in current CSCL systems to improve the non-task social functionality of the environment.
Abedin, B, Daneshgar, F & D Ambra, J 2007, 'Students' Communicative Behaviour Adaptability In CSCL Environments', Education and Information Technologies, vol. 16, no. 3, pp. 227-244.