Factors influencing the learning of accounting information systems (AIS)

Moradi, Mahdi; Tarighi, Hossein; Hosseinipour, Reza; Saravani, Mahdi

doi:10.1108/jeas-02-2019-0014

Cited by 8 publications

(4 citation statements)

References 49 publications

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“…Untuk menghindari kegagalan sistem, maka perlu diketahui faktor-faktor apa saja yang mempengaruhi efektivitas atau keberhasilan implementasi suatu sistem informasi. Kemudian sesuai yang dikutip dari Moradi et al (2020), saat ini banyak perusahaan yang memiliki dan menggunakan sistem informasi akuntansi dalam menjalankan aktivitas operasional perusahaannya guna untuk membantu dalam mencapai tujuan dari perusahaan, tetapi tidak sedikit dari perusahaan-perusahaan itu yang merasa tidak puas dengan kinerja suatu sistem informasi akuntansi yang dimilikinya.…”

Section: Pendahuluanunclassified

Keterlibatan Pemakai, Kemampuan Teknik Personal, Ukuran Organisasi dan Kinerja Sistem Informasi Akuntansi

Wiratmaja

Widhiyani²

2022

E-Jurnal Akuntansi

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This study aims to determine the effect of user involvement, personal technical ability and organizational size on the performance of accounting information systems in East Denpasar LPD. Samples were taken based on purposive sampling technique as many as 12 Village Credit Institutions. Respondents in this study were the directors and the head of the accounting department. Data was collected by means of a questionnaire. The data analysis technique used is multiple linear regression analysis. The results showed that user involvement and personal technical skills had a positive effect on the performance of accounting information systems. Organizational size does not have a positive effect on the performance of accounting information systems. This shows that user involvement and personal technical skills greatly support the performance of accounting information systems to work optimally. Keywords: User Involvement; Personal Technical Ability; Organizational Size; Accounting Information System Performance.

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Section: Pendahuluanunclassified

Keterlibatan Pemakai, Kemampuan Teknik Personal, Ukuran Organisasi dan Kinerja Sistem Informasi Akuntansi

Wiratmaja

Widhiyani²

2022

E-Jurnal Akuntansi

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“…Project managers who demonstrate a strong competency in critical thinking have been associated with the delivery of many successful engineering projects (M€ uller and Turner, 2010). The power of critical thinking has a great impact on student learning (Moradi et al, 2019).…”

Section: Leadership Domainmentioning

confidence: 99%

The role of industry and academia partnership in improving project management curriculum and competencies

Karanja

Malone

2021

JEAS

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PurposeAlthough project management (PM) continues to rise in popularity, there is still a significant PM talent deficit, leading to more challenged or failing projects. To lower the PM talent deficit and mitigate the higher project failure rates, academic institutions have been developing PM curriculums aimed at inculcating a repertoire of competencies to the potential project managers. In developing an ideal well-rounded PM curriculum, academic institutions occasionally engage the input of industry partners and governing entities. The study aims to (1) compare the competencies in one of the leading industry competency model and framework (PMI Talent Triangle) to the competencies in the PM course syllabi learning outcomes, (2) determine the extent to which these two sets of PM competencies are aligned and (3) and explore avenues for improvements.Design/methodology/approachThe study uses a purposeful sampling method to gather PM course syllabi. The PM competencies data are gleaned from the syllabi using the content analysis method. Thereafter, QSR NVivo qualitative statistical software is used to summarize and analyze the competency data from the learning outcomes.FindingsThe results reveal that most of the PM competencies in the course syllabi fall under the technical PM domain. Specifically, the top three competency elements in each domain are technical PM domain (PM skills, tools and techniques, schedule management and cost estimation/budget), leadership domain (team-building, verbal/written communication and problem-solving) and strategic and business management domain (strategic planning, analysis and alignment, benefits management and realization, customer relationship and satisfaction).Research limitations/implicationsThe study investigates the alignment of the PM course competencies with competency domains in the PMI Talent Triangle, a global competence model that is well aligned with other global competence models such as the APM Competence Framework, the ICB4 Individual Competence Baseline and the PROMA3.Practical implicationsThe results from this study provide guidelines useful in informing PM curricula re/design, as well as the inculcation of knowledge, skills, tools, techniques and behaviors needed for effective PM.Social implicationsThe PM curriculum can be improved by partnering with PM industry leaders who can serve as advisors to the academy on industry needs, direction and emerging innovations that can inform PM learning outcomes, PM curricular design and the development of quality PM talent. The academy and the industry are encouraged to actively strive for mutual partnerships where PM professionals and academicians serve on each other's advisory boards. Also, the academy can partner with the industry professionals by developing curriculum resources such as case studies that bring the real-life PM applications to the classroom.Originality/valueThis study is motivated by the call for research studies that provide a holistic picture of the desired PM competencies and an exploration and definition of the educational needs in the PM curriculum.

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“…Menurut Tayyaba (2012), perilaku pengajar sangat menentukan prestasi peserta didik, baik di pedesaan maupun perkotaan. Bantuan (Moradi et al, 2020) dan kecerdasan emosional (Alam and Ahmad, 2018) pengajar menjadi syarat mutlak perubahan perilaku peserta didik. Jadi, kompetensi kepribadian seorang pengajar memberikan kontribusi positif bagi motivasi dan kedisiplinan studi peserta didik (Kheruniah, 2013).…”

Section: Tinjauan Teori Dan Pengembangan Hipotesis Faktor-faktor Profesional Dan Penggunaan E-learning Berkelanjutanunclassified

Pengaruh Faktor-Faktor Profesional, Personal, Lingkungan, Teknologi Informasi Dan Kepuasan Terhadap Prestasi Mahasiswa Melalui Penggunaan E-Learning Berkelanjutan Sebagai Variabel Mediasi

Manek

Tanuwijaya

2021

JMIEB

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Penggunaan e-learning berkelanjutan sangat urgen diciptakan dan dikembangkan di setiap lembaga pendidikan formal karena dapat memutus rantai penyebaran covid-19 sekaligus meningkatkan prestasi peserta didik pada era normal baru ini. Dengan demikian perlu diketahui faktor-faktor determinan yang dapat mewujudkan penggunaan e-learning berkelanjutan. Tujuan penelitian ini untuk membuktikan secara empiris pengaruh faktor-faktor profesional, personal, lingkungan, teknologi informasi dan kepuasan terhadap prestasi mahasiswa di Fakultas Ekonomi dan Bisnis Universitas Trisakti melalui penggunaan e-learning berkelanjutan sebagai variabel mediasi. Metode yang digunakan adalah metode kuantitatif melalui penyebaran 50 item kuesioner berskala Likert 5 poin via google form kepada 279 responden. Data penelitian dianalisis dengan analisis deskriptif dan pengujian hipotesis dengan menggunakan SEM. Hasil penelitian membuktikan bahwa faktor determinan yang paling signifikan mempengaruhi penggunaan e-learning berkelanjutan adalah faktor-faktor personal. Terbukti secara empiris juga bahwa penggunaan e-learning berkelanjutan mempengaruhi prestasi mahasiswa, sehingga perlu diberi perhatian serius pada faktor-faktor personal. Hasil penelitian diharapkan berkontribusi pada pihak manajemen FEB untuk menciptkan dan mengembangkan e-learning yang mendukung efektivitas dan prestasi mahasiswa. Saran untuk penelitian selanjutnya perlu memberikan pemahaman tentang e-learning sebelum membuat penelitian dengan tema yang sama atau membuat penelitian tentang tingkat literasi terhadap cakupan makna e-learning berkelanjutan. Sustainable use of e-learning is very urgent created and developed in any formal education institutions because it can break the chain of covid-19 while improving the achievement of students in this new normal era. Therefore, it takes determinant factors that can realize the use of sustainable e-learning. The purpose of this study is to empirically prove the influence of professional, personal, environmental, information technology and satisfaction factors on student achievement at the Faculty of Economics and Business, Trisakti University through the use of sustainable e-learning as a mediating variable. The method used is quantitative method through the deployment of 50 item 5-point Likert scale questionnaire via google form to 279 respondents. The research data were analyzed using descriptive analysis and hypothesis testing using SEM. The results of this study prove that the most significant determinant factors affecting the use of sustainable e-learning are personal factors. It is also empirically proven that the use of sustainable e-learning affects student achievement. Therefore, it is necessary to pay serious attention to personal factors. This finding is expected can give contribution for management of Faculty of Economics and Business for creating and developing e-learning which supports effectiveness and student performance. Therefore, the suggestion is that further research needs to provide an understanding of e-learning before making research with the same theme or making research on the level of literacy on the scope of meaning of sustainable e-learning.

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Factors influencing the learning of accounting information systems (AIS)

Cited by 8 publications

References 49 publications

Keterlibatan Pemakai, Kemampuan Teknik Personal, Ukuran Organisasi dan Kinerja Sistem Informasi Akuntansi

Keterlibatan Pemakai, Kemampuan Teknik Personal, Ukuran Organisasi dan Kinerja Sistem Informasi Akuntansi

The role of industry and academia partnership in improving project management curriculum and competencies

Pengaruh Faktor-Faktor Profesional, Personal, Lingkungan, Teknologi Informasi Dan Kepuasan Terhadap Prestasi Mahasiswa Melalui Penggunaan E-Learning Berkelanjutan Sebagai Variabel Mediasi

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