The purpose of this study was to investigate the link between users’ risk beliefs and social media privacy concerns (concerns users express regarding social media sites’ practices as to how they collect and use personal information). A Likert-type instrument with seven constructs, six of which described the social media privacy concerns and the seventh construct defined users’ risk beliefs, was used to collect data from students who were studying at a university in the southeastern United States. All students (N = 138) used Facebook as their major social networking site. Collected data were analyzed via multiple regression analysis. The results indicated that subjects’ risk beliefs are influenced by three social media privacy concerns (i.e., collection, error, and awareness). The Findings and their implications are discussed. Recommendations for future research are made.

This research chronicles the development of a capstone experience by a regional comprehensive university. The process began with a multi-year project during which the faculty annually reviewed the results with a view to determining if the class provided the deep learning culminating experiences anticipated. A major measure of success was the desire to replicate the deep learning common in face-to-face classes in the online environment. The results of 166 students were analyzed, 82 online and 84 face-to-face, to determine if a difference existed. A one-way ANOVA tested the score differences among 10 sections and determined the students’ scores did not differ significantly. Finally, a two-sample t-test between proportions determined that there was not a significant difference between the online and face-to-face students with respect to the level of assessment scores earned. Given that online and face-to-face students demonstrate the same level of knowledge, does this beg the question, what value does face-to-face class time offer?

The purpose of this research was to provide an overview of the current research literature in the areas of ethical work climate and employee job satisfaction, and then present a model that will help guide future research on the relationship among egoistic ethical work climate, benevolent ethical work climate, and principled ethical work climate and job satisfaction as perceived by information systems faculty at institutions of higher education in the southeastern United States. The study determined which ethical work climates were significantly positively and negatively correlated to job satisfaction of individuals employed in higher education. The analysis demonstrated a foundation for higher education institutions to choose to implement a particular ethical work climate to increase job satisfaction. The paper concluded with implications for future research.

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