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Purpose -This research aims to investigate the relative importance of five key criteria in assessing web usability. These criteria are navigation, download speed, personalization, ease of use, and accessibility. It is believed that these factors play a significant role in assessing web usability. Design/methodology/approach -This study utilized a scenario-based, multi-criteria decisionmaking approach. The method (policy capturing) utilizes multiple scenarios to determine the relative importance of the criteria of interest. Based on the responses to these scenarios (assessing web usability), linear regressions, and Tukey's honestly significant differences were utilized to determine the relative importance of the five web usability criteria. Findings -The research indicated that, as expected, ease of use was the criteria that the respondents considered most important in assessing web usability. Interestingly, personalization and customization was consistently reported as the least important criteria. It was also found that males and females view these web usability criteria differently. Practical implications -The findings from this study have practical implications for web site designers. Originality/value -The results indicate that less effort/resources should be devoted to personalization and customization, and more in making sure that web sites are easy to use and have clear navigation capabilities.

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Recently, the subject of research relevancy has received a great deal of attention in the IS academic press. Several leading academic journals, such as MIS Quarterly, Information Systems Research, and Information Resources Management Journal have devoted special issues and/or articles to this topic. Typically, these articles have been opinion pieces from leading IS academics (i.e., Benbasat, Zmud, Robey, Lee, etc.) and have not included significant input from practitioners within the IS area. This chapter tries to capture the IS practitioners' perspective on research relevance through a survey sent to 400 IS practitioners. The results indicate that IS practitioners (1) do not know where academic research is published; (2) find academic research dated; (3) find academic research difficult to read; and/or (4) find the recommendations included in academic research to be of little value.

Many colleges of business require a course in computer applications concepts, often consisting of spreadsheet and database applications. Quite often, students resist taking the class because they do not see any worth to it, it duplicates what they already have taken, and they already know much of what is purported to be taught in the class. Instructors too are often frustrated with this class. This article suggests that part of the problem is the method of instruction often used: lecture and demonstration of tools followed by end-of-chapter assignments. We propose that problem-based learning is an alternative instructional method that may produce more positive results for students. To examine this approach, a semester-long study involving 186 business school students enrolled in a computer applications concept course of seven different sections was conducted. Student motivation, computer self-efficacy, knowledge, and satisfaction were studied. Results strongly support a problem-based learning approach as an instructional approach to teaching this class.