Writing with SMEs

WRITING WITH SMES As a marketing specialist, you recognize that SMEs (subject matter experts) are critical to effective content marketing. They’re authorities on your company’s products and services. Without them, your company couldn’t run—and it would be nearly impossible to create detailed content that showcases your company’s expertise. But if you’ve ever had to collaborate with one of these experts to produce a piece of thought leadership content, you might know that convincing them to share their knowledge—especially in writing—can be challenging at times. Whether you are planning a new marketing campaign, seeking to raise your company’s digital profile, or venturing out on your own as a thought leader, you need SMEs on your team. Developing a strong partnership with your SMEs can help you write valuable content that benefits both you and your customers. There is a wealth of online information about working with subject matter experts. Here is a compilation of some best practices that have helped other marketers, and may help you, generate more SME and SME-enabled content. Meet them where they are—literally and figuratively. You may be familiar already with SMEs who are very active communicators within your company and on social media. Seek them out! You’ll already have insights on their interests and areas of expertise, and they might be more receptive to a writing project than other SMEs. For the less active, you will need to exert a bit more effort to get a feel for their comfort level with writing and their preferences for working collaboratively. Before starting, or deepening, your efforts to partner with SMEs to write, you might want to seek out other teams in your company—sales, public relations, training—who have experience working with SMEs. Some members of these teams no doubt will have tips that might prove useful to you. A guide to working with SMEs to develop e-learning materials, for example, notes that a SME could be heavily vested in content that already exists. They may resist new ideas about how to present information, a possibility you’ll need to address before launching a project with them. Get to know your SMEs and the issues that matter to them. This will help you target topics that they can elaborate on for your customers. Ask to be copied on the SMEs’ emails and collect other examples of their writing, such as documentation related to their work, their LinkedIn profiles, and any formal presentations they’ve given recently. Attend their working meetings, or just hang out in their spaces to get a sense of their immediate priorities and what they see coming in their field and for the company. From there, you’ll need to communicate directly with the SMEs to explore those topics in more detail. Daniel Burstein of MarketingSherpa suggests five questions that content marketers can ask SMEs to get the ball rolling, with the goal of gathering information your customers will want to consume and share: How will the [a new product or service] help [target audience]? What challenges have you helped customers overcome recently? How have [industry developments] affected [target audience], and what should they do about it? A [job title] in our LinkedIn Group wanted to know [question?]. I’ve heard a lot of people in the industry talking about [target keyword]. For example, [other thought leaders in the industry] said [something you’ve read while doing industry research]. What is your take on this? These kinds of questions can form the basis of impromptu chats or informal idea-sharing sessions. Providing brief written summaries of these encounters for your SMEs to review might relieve some of their writing burden while engaging them in the creation of useful content. Asking SMEs to react to and edit your own high-level attempt to explain your company’s product or service could be another form of burden sharing. Conduct formal interviews. Be sure you to do your homework and prepare thoroughly for interviews so that you do not waste your SME’s time. Preparation should include conducting keyword searches on the SME’s area of expertise, gathering information on the SME’s professional background and experience, and sending out the interview questions ahead of time. Brendan Cottam, writing for B2B marketers, provides a good example of keyword research and questions aimed at making the most efficient use of your expert’s time. Maximize, Maximize, Maximize! Once your expert has provided writing, or data, start maximizing their contributions to create content that your target audience will want to read and share. The Content Marketing Institute defines content marketing as: â€Å"A strategic marketing approach focused on creating and distributing valuable, relevant, and consistent content to attract and retain a clearly-defined audience—and, ultimately, to drive profitable customer action.† To this end, be creative in finding ways to convert your experts’ contributions into useful information for your customers. Identify the superstars. In cases where your SMEs already are competent communicators, convert their written products into formats that you can promote inside and outside the company: Share slides from their conference presentations. Edit their oral presentations into short online videos. Post the executive summary and excerpts from their white papers. Give the less confident a gentle nudge. Some SMEs may just as soon let you do the heavy lifting. These less enthusiastic writers may be willing to provide content—qualitative or quantitative—that you can then edit, reformat, and post. For the poorest writers, you might consider using the editing process as an informal tutorial or providing more formal tutorials, taking care to focus on the mechanics of communicating the message while respecting them as substantive experts. The concept of prewriting—the thinking and planning that precede drafting a written product—can help overcome anxieties about writing and boost reluctant writers’ confidence. You can draw upon the wealth of online college-level instructional material available today, material that walks you through pre-writing, drafting, revising, editing, and publishing. Resources such as Duke University’s Writing Studio and MIT’s Comparative Media Studies/Writing will help you tailor your tutorial to the needs and preferences of your SMEs. For example, outgoing, talkative types might enjoy brainstorming sessions, while the more quietly cerebral SMEs might enjoy a hands-on mapping exercise. Check out images of pre-writing for inspiration. In partnering with SMEs, especially reluctant writers, it will be especially important to mine  your conversations and interviews for nuggets of valuable content. In her article on working with SMEs, Jessica Miller of PR 20/20 lists â€Å"20 marketing opportunities from 20 minutes with a SME,† including: Sharing key points from interviews with your company’s blog authors, customer service representatives, and sales teams. Recording podcasts featuring SMEs’ answers to interview questions. Using content from interviews to draft high level one pagers, including infographics and tip sheets to share across marketing, sales, and service teams. Measure and Reward Before launching any major initiative to get your in-house SMEs to write more, think about how you will measure your efforts. You also might want to consider how, within your company’s culture, you will recognize outstanding contributions from these experts. Once you’ve uploaded content that your SMEs have authored or inspired, Gillin recommends: Putting tools in place to measure views, shares, comments, likes, downloads, and other metrics of engagement. Making sure everyone on your team is actively upvoting, sharing, commenting, and retweeting. Featuring SMEs’ writing in company blogs and company publications. Whether you’re starting fresh or building upon existing strategies, coaxing your SMEs to write more, giving them a shout-out when they do, and putting in some additional effort yourself could well produce results that both you and your customers will value.

Managing Technology Synthes Inc

Managing Technology Synthes Inc Introduction Synthes Inc is a Switzerland-based company that specializes in manufacture of innovative equipment, instruments and implants used for surgical treatment of bone disease and trauma (Synthes, 2010).Advertising We will write a custom essay sample on Managing Technology: Synthes Inc specifically for you for only $16.05 $11/page Learn More The company has established itself as a market leader and innovating company that specializes in the production and marketing of products for surgical fixation, correction, and regeneration of skeleton and related soft tissues (Synthes, 2010). The company has a partnership dealing with AO Foundation, where the two organizations collaborate in product development and manufacture. The bedrock upon which success of Synthes Inc rests is innovation and adoption of appropriate technology in product development. Some of the competitors of the company include DePuy Company, Stryker Company and Zimmer Holdings, which also b oost vast market niche (Synthes, 2010). Should Synthes develop â€Å"bio-resorbable internal fixation devices? Synthes Inc has undoubtedly grown into a vast company that manufactures and distributes internal fixation devices. Currently, Synthes Inc has a market share of about 50% and remains a leader in many regions of America and Northern America (Synthes, 2010). The decision to venture into manufacture of bio-resorbable internal fixation is a risky undertaking that everybody wants to be cautious and strategic in decision making. The presence of potential market is overshadowed by fear, uncertainty, and hold-back attitude. But can Synthes Inc embrace this risk? The market for bio-resorbable products in America and Europe is promising. In 2000, it is estimated that there were six million fractures in the United States, whereby, 80% constituted adults while 20% constituted children (Gourville, 2002). At the same time, the potential of the market is exhibited in the growing number of key players’ making investment opportunities in the market. For example, there are three categories of players who have established their presence in the market: heavy weights such Johnson Johnson; the specialist such as the Bionx and Macropore; and the potentials such as Smith and Nephew (Gourville, 2002). One aspect that guides these investors involves existence of potential and market prospects in the market.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More At the same time, Synthes Inc has developed some core critical aspects that can aid the company into success, if it was to adopt manufacture and market of bio-resorbable. The company has established a close working relationship with surgeons and other specialists, which makes it possible to tailor-make bio-resorbable equipment that meets the desire of surgeons more appropriate. In the past, surgeons have pointed to t he lack of function of bio-resorbable devices, since did not meet requirements and needs of practitioners. Close work relationship and interaction with practitioners is likely to enable the company to capture the needs of customers than other competitors, and as such, have the ability to excel faster than competitors. Another strength that the company possesses, which in turn makes it necessary to venture into bio-resorbable market, has to do with presence of high skilled and dedicated research and development team. RD remains the bastion upon which innovation of market-moving products rests. RD team possesses the ability to develop products that have ability to meet customer needs in the most appropriate ways. Given its past experience, Synthes Inc has put in place one of the excellent RD teams and can utilize the expertise of the team to venture in the development of bio-resorbable (Gourville, 2002). Moreover, market experience in the use of bio-resorbable devices as evidenced thr ough research appears promising, and exhibits potential for growth. Many surgeons and practitioners express the ability to use or have used bio-resorbable devices in the past and would in future have the desire to use it (Gourville, 2002). The major areas the company can pay attention to in order to make this market experience increase positively include the key features that surgeons have proposed on the bio-resorbable devices. Synthes Inc. on the other hand possess experience in the manufacture of generation-two bio-resorbable devices, and this very aspect gives the company an upper hand as compared to competitors who have had to start from scratch hence increased costs.Advertising We will write a custom essay sample on Managing Technology: Synthes Inc specifically for you for only $16.05 $11/page Learn More The established ties of cooperation and collaboration between Synthes Inc. and AO Foundation provides Synthes with opportunity to utilize AO Foundati on market acumen experiences in education, product development, research and development, and sales force to penetrate the market (Gourville, 2002). AO Foundation is a great asset to Synthes Inc., and this is an opportunity the company can utilize to exert an upper hand as compared to competitors. What are the tradeoffs between the 4 options? The first option Synthesis is to totally ignore the proposal to venture into the bio-resorbable market. This option may well sound cute, especially in terms of preserving resources on technologies that remain uncertain. The company may not realize loss in case the technology flops, and it would have acted wisely if the market acceptance for the technology was not appropriate. But given that the future is unpredictable, Synthes Inc finds itself in dilemma. By totally disregarding the technology, Synthes will be giving its competitors an upper edge in the competition front, as the market become dynamic and saturated. Future prospects exist in the market and it might just be a matter of time before new future grounds for competition shift to this technology. Therefore, Synthes cannot afford to ignore the opportunity to venture in this market. Second option involves Synthes Inc adopting wait and see strategy, and let its competitors taste waters first. At the same time, adopting this strategy, Synthes will be able to save on costs pertaining to education and market advertisement and it will only venture when market already exists. The strategy may be appropriate if the company has a clear picture of competitors’ future strategic marketing and advertisement roadmap. The competitors may taste waters first, and in the process, create a market niche that Synthes may find it difficult to unblock in future. In most cases, initial steps that sometimes include education and practical demonstrations usually endeavor a lot to customers and create long-lasting impression that subsequent latecomer competitors find hard to snatch a way.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The third strategy for the company constitutes developing and marketing a line of bio-resorbable products using current available polymers. Through this, the company has the opportunity to develop a line of plates and screws designed specifically for fractures before gradually venturing into concrete market of bio-resorbable products. Again, this strategy may be appropriate but its applicability and final maturation may take a long term, thereby giving competitors time and opportunity to progress. Further, resources in the long-run may be more as to when compared if the company was to venture directly into the technology. The last strategy for Synthes involves turning efforts to more research and development of generation-3 bio-resorbable products. The strategy may be the most appropriate for the company given its established RD team. At the same time, the company has for a long time succeeded in innovating products that satisfy market needs in the most appropriate way. Further, hav ing close associations with AO Foundation, Synthes research and development capabilities are likely to results into innovation of bio-resorbable products that for a long time may remain market leaders. Therefore, it is prudent for Synthes to adopt this strategy. Synthes Inc influence on the development of bio-resorbable product market Technology innovation is one area that market leaders exert their market dominance and subsequently influence the market (Gourville, 2002). Synthes Inc. has a large market presence estimated at 50% as compared to competitors. The company possesses some core values and elements that competitors lack. At the same time, Synthes has an insightful research as to how market operates and behaves given its close presence and associations with key players in the market. In other words, Synthes Inc. interact with opinion leaders in the market. The company has a combination of expertise, technology, resources and human capability, all of which endeavor the compan y to the market in the most powerful way than competitors. Therefore, the presence of Synthes in the market, its subsequent activities in the market, its behavior with regard to technology adoption and later distribution of products for consumption are all likely to influence the market and also determine growth of the market, although relative powers of other competitors cannot be ignored. How might Synthes introduce resorbable? Introduction of resorbable products in the market may be achieved through adoption of new-product development cycle concepts and strategies (Verburg, Ort and Dicke, 2006). There must be prior research to establish needs, competitors, market share, consumer behavior over the product, costs and all information pertaining to the product. The company should further adopt product penetration strategies that include price cut, heavy promotion, multiple-unit packaging and enhancement of distribution locations (Pangs, 2004). At the same time, piloting pre-launch of products should be carried out to test the acceptability of the product and subsequently introduce necessary changes and improvement (Mohr, Sengupta and Slater, 2009). Moreover, identification of target market should be the prior strategy, and this should be followed by efforts to carry out heavy product advertisement, role demonstration, education and learning strategies about the product and brand creation and promotion (Pangs, 2004). Conclusion Synthes Inc understands that excellence in the market, especially with increasing competition rests on the ability to remain innovative, technologically alert and market focused. Research and development therefore remains the key area the organization should earnestly put more emphasis into. Market needs should constantly be transformed into appropriate and technological-adaptive products that have ability to endeavor to the market. In this case, it is advisable for the company to venture into bio-resorbable products market that presents future growth. To win the market, the company has to incorporate education, promotion, and demonstration strategies, while remaining focused on improvement of product features. Reference List Gourville, J. Y., 2002. Synthes. Harvard College Publication. [Attached notes]. Mohr, J. J., Sengupta, S. Slater, S. F., 2009. Marketing of high-technology products and innovations. NJ: Pearson Education. Pangs, P. N., 2004. Essentials of manufacturing engineering management. NE: iUniverse. Synthes. 2011. Dedicated to health. Web. Web. Verburg, R. M., Ortt, J. R. Dicke, W. M., 2006. Managing technology and innovation. NY: Routledge.

Management decisions and ethics Essay Example | Topics and Well Written Essays - 1500 words

Management decisions and ethics - Essay Example The company’s responsibility to the environment also has stayed undeterred over the years. Being a steward of our natural resources, the company has been and will continue being committed to environmental sustainability to ensure that our home is protected and taken care of (Korhonen 25-39). It has always been our commitment to leave a positive impact on the environment our mining operations takes place. This environment includes the people or the community with which we interact. The people around us have for a long time been employed in the company and their families and the community enjoying the company’s contribution in healthcare and education. By striving to do what is right always, Massey Energy has always been venturing into deals that bring aboard personnel and equipment that are supportive in attaining the vision of protecting the workers and the environment. These activities among others are based on the long-held principle by the company of maintaining focus on the fundamentals of the mining activities while still making sure that these activities are within the sound ethical and legal business practices. Our safety strategy popularly known as â€Å"S-1† (safety first) instills in the company a culture of safety. This strategy has brought into play a well-developed process that involves training, mentoring and monitoring risk reduction and innovation. Through a regular and comprehensive assessment of the safety situation, the company has been in a position to ensure a stable and safe workforce. Currently, the corporate culture of the company is based on the priorities of safety, ethics and excellence, having treasured the people for the last fifty years. First, the company has always sought to be the employer of choice in the region. By considering the workers as an integral part of the company, we choose to refer to them as â€Å"members." We also ensure that we

Interpretation of Regression Results Essay Example | Topics and Well Written Essays - 1250 words

Interpretation of Regression Results - Essay Example For the hypothesis to be true, the signs of the coefficients are expected to be positive. The positive coefficient signs would indicate the positive relationship between the independent variables (temperature, humidity, wind and dummy variables) and the dependent variable (bundled load). Coefficients: The signs of all coefficients of variables are positive whereas, that of intercept is negative. The negative value of coefficient of intercept means that the regression line intersects with Y-axis below zero. The positive signs and significant values of coefficients reflect a positive relation between the dependent and independent variables. The value of coefficient of temperature is 47.64. It means that if temperature or x1 variable increases by 1 degree Fahrenheit, the bundled load will increase by 47.64 Megawatt/hour provided all other variables are constant. If humidity increases by 1 percent, the bundled load will increase by 11.52 Megawatt/hour. Similarly, if wind speed increases by 1 mph, the bundled load will increase by 10.15 Megawatt/hour. Moreover, the coefficient of dummy1 is zero, showing no relation between the dummy1 and bundled load whereas; the coefficient of dummy2 is 49.73, showing a positive relation between dummy2 and bundled load. The standard error shows the amount of variability of the data points around the regression line and in this regression analysis, the standard errors for all the variables is very small. The small values of the standard errors show that the data points are closely distributed around the regression line. The value of p is greater than 0.05 for three independent variables including temperature, humidity and wind speed. However, for the dummy1, it is zero and for dummy2, it is less than 0.05. If the p-values for all the variables would have been equal or less than 0.0, then the null

Representation of Racism in Gone With the Wind Essay

Representation of Racism in Gone With the Wind - Essay Example It is from media that we learn how to dress, talk and act appropriately. The impact media has on our lives is so enormous that it is necessary to learn to understand the message it’s trying to portray, the right way. Media is also a means of integrating cultural values in us. It increases a person’s power with respect to the culture and gives him an upper hand in his culture (Douglas Kellner). Cultural studies have given a lot to the criticism of media and to increase knowledge about it. The University of Birmingham Centre for Contemporary Cultural Studies has built up a number of ways to carry out critical experiments to analyze, interpret and criticize cultural pieces. After a series of struggles, the center of focus of Birmingham Centre for Contemporary Cultural Studies is class, race, gender, sexuality, ethnicity, and nationality as represented by cultural media. They study the effect of media and how different groups interpret the media differently and what was the cause of the difference in their interpretations. Cultural studies have made it easier to analyze and inspect the whole culture without having prejudices beforehand regarding some other cultural medium. Studies being conducted about Hollywood movies of mid 20th century show how they are more political rather than cultural (Douglas Kellner). A dumb blonde is one of the many common stereotypes. A blonde is by default assumed to be dumb, yet wildly attractive with a great body and she gets special treatment from men everywhere. This stereotype is highly offensive yet still holds true in almost all scenarios. The act of stereotyping is not a new one neither is the accusation of it being offensive and nor is the defensive blow that it is what the truth is. But the question is why is stereotyping an object of protest even though it is not completely false and why is it different from other simplifications and classifications (Judith Andre). Stereotyping refers to the firmness and the ina bility to change of an object (such as metallic plates, from which the word ‘stereotyping’ originates) being used metaphorically. Concerning modern era, the stereotype is taken to mean an easy oversimplified assumption, which a certain group falls under without any change. Psychologists use this term to define an unyielding personality trait in a person. Stereotyping does not take into account proofs that negate the stereotyping. Stereotypes are made because of the human mind’s resistance in face of change. Color-blind racism was the type of racism which prevailed after the civil war. Colorblind racism is making one look like he’s not racist yet his action says otherwise and having doubts about the blacks anyhow. This type of racism is based on a number of factors. After the civil war, whites had stopped discriminating the blacks directly and with their words, but they strategically used deep meaning words to express their views to discriminate the blacks. Media also helped in projecting colorblind racism and there were some other small factors as well (Eduardo Bonilla-Silva). In the modern times, when whites talk about black with respect to their race, their words are marked with doubt. T

Integration of Technology in Higher Education

Integration of Technology in Higher Education Abstract The potentials of mobile phone technology are huge and it has opened possibilities and avenues for enhancing knowledge sharing activities among academics in Institutions of Higher Learning (IHLs). However, it was found that there was lack of academic research on the use of mobile phone technologies for knowledge sharing purposes in IHLs. In IHLs, technologies of mobile phones such as cell phones, smart phones, and PDAs provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime. This paper aimed to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologi es change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. The overall findings revealed that there were at least four factors could lead to the adoption of mobile phone technology among academics in an Institution of Higher Learning. These factors were; attitudes towards the use of mobile phone technology, perceived usefulness to use mobile phone technology, perceived ease of use of mobile phone technology, and behavioral intention to use mobile phone technology. Keywords: Mobile Phone Technology, Institutions of Higher Learning, Academics 1.0 Introduction In recent years, information technology (IT) usage in universities and colleges is broadly increasing for the purposes of enhancing the administration and teaching and learning efficiencies. As the population of campuses raises, so does the improvement of technologies. In Institutions of Higher Learning (IHLs), technologies of mobile phones such as cell phones, smart phones, PDAs and telephone provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime (Wilen-Daugenti, 2007). Junior et al. (2008) defined mobile technologies as mobile technologies are exactly what its name refers, i.e., portable technology that can be moved from one place to another without any loss. There are several advantages of mobile technologies. Few of them are the independence in learning at anywhere and anytime, faster and convenient communication as well as rapid access to variety of different sources. Moreover, the ability to conduct impossible experiments in authentic way is truly pleasant. It is safe to experiment with them because the error will only affect in simulation environment (Smidts et al., 2008). According to Naismith et al. (2005), â€Å"mobile technologies are becoming more embedded, ubiquitous and networked, with enhanced capabilities for rich social interactions, context awareness and internet connectivity† (p.6). Additionally, Anderson and Rainie (2008) concluded that the mobile phone technologies will be the most fundamental and compulsory connection device to the internet for everyone in 2020. 2.0 Mobile Phone Technologies in IHLs Academics find mobile phone technologies as their big savior when comes to managing the working tasks. Plenty of important features such as address books, devices of storage of file, cameras, recorder of video and internet added to the working flexibility in IHLs. Todays mobile phones are as influential as computers. According to Nokia (2007), â€Å"Its what computers have become†. Its increase to ubiquity is explained as a †¦stealthy but rapid shift from a telephony device towards a portable, personal media hub that enables an increasing range of personalized and customized communication, entertainment, relationship management and service functions. Its reach is pervasively global and trans-cultural, possibly more so than any other media form including the internet and World Wide Web (Cameron, 2006). Nowadays, it is impossible to resist mobile phone. Each and every aspects of life demand the importance of mobile device. As the international barriers are getting smaller due to globalization, the need of communication is inevitable. Consequently, mobile phone is becoming more and more compulsory and necessary to have. All walks of life celebrate the use of mobile phone technologies, so does the academics. Undeniably, there are myriad of activities for both academics and students provided by mobile phone technologies such as; uploading and downloading of songs, movies and videos to cell phone, MP3 player, iPod, sending and receiving e-mails, instant messages (IMs), short text messages (SMS), transferring files, photos or other data , interactive games, searching for information or services on the web, making video calls, personal organizer (e.g. diary, address book), in-class surveys/questions, in-class media sharing, attendance monitor, distant privileges of library, peer locator, free or inexpensive VoIP phone as well as notification of the security. Academics who have experienced dealing with mobile technologies in working possess several reasons to continue using them. Firstly, to be able to communicate with other people, to seek information, to take pictures and create clips and sharing with others is what most people have become used to (Smidts et al., 2008). The following studies have examined some of the activities of the mobile phone in the IHLs. Corbeil and Valdes-Corbeil (2007) have explored mobile phone activities engaged in by academics and students in their study. According to their findings, these technologies can be applied in many activities such as: uploading and downloading songs/movies/video clips, sending and receiving e-mail, Instant Messages (IMs), Short Text Messages (SMS), transferring files, photos or other data playing the interactive games, transferring photos or other data, downloading Podcasts of appropriate instructive material along with audio and video lectures, reading e-books, reconsidering coursework and getting ready in exams, showing their jobs and sharing plan results, providing visual, adding a microphone to their mobile to capture material for educational use, using an MP3 player to download and listen to Podcasts and audio lectures, and reconsidering the material of courses and studying for exams, audio books and, with some devices as well as the most widely used nowadays which is recording le ctures. Furthermore, findings from studies conducted by Whilst Kennedy et al. (2008a) and Kennedy et al. (2008b), mobile phone technologies allowed users to conduct 9 activities in Institutions of Higher learning as the following: To send pictures or movies to colleagues. To use mobile phone as MP3 player. To access information or services on the web. To make video calls. To take digital photos or movies. To send or receive email. To use mobile phone as a personal organizer (e.g. diary, address book). To send or receive SMS to colleagues. To call the colleagues or others. Besides, according to studies done by Wilen-Daugenti and McKee (2008), mobile phone technologies could be used for many applications for academics and students in both inside and outside the IHLs as example field below; In-Class Surveys/Questions: Students may submit the answers to questions or surveys given by an academic through their mobile phones. In-Class Media Sharing: During lectures, students are able to share interesting pictures or videos to their friends by emailing the files to the lecture halls projector. Attendance Monitor: An academic may demand students to do a virtual â€Å"roll call† by transmitting a message from their mobile phones. Course Materials: During lecture, an academic can directly send the course materials to students phones. Remote Library Privileges: The private privileges of library are also granted to students who can use their mobile phones to search articles without need to use a proxy server  · Peer Locator: Based on networks accuracy, peers may be alerted when their contacts are close by the mobile phones.  · Free or Inexpensive VoIP Calling: Universities may offer cheaper international or local calls made within the campus for students who might really need to do so. Position System: By sharing information contextual about the users actual place, mobile phone serves as a guide of virtual turn which assists the presence of students around the campus. Notification of the Security / Emergency: Depending on the users location, a warning notice is sent immediately to every mobile phone via email and voicemail, by informing the best way to leave the campus or a particular building in case of emergency. Moreover, a study carried out by Duke University (2005) has outlined the major categories of mobile devices employment by the academics as follows: The Instrument of Broadcasting of Lesson Contents- Mobile phone provides access to lessons content such as lectures, songs, historical speeches, conferences and meetings. Tool of Classroom Recording mobile phone can be used as a tool to capture lectures, class discussions and feedbacks. Tool of Supporting Study mobile phone allows academics for repetition of commercial and original audio content, such as music and audio books. Transfer and File Storage mobile phone is able to transfer or backup all sorts of files. Digital Portal: Both academics and students may no longer depend on physical materials. Flexible Location mobile phone provides accessing of digital materials at anywhere and anytime which also contributes to a decreased dependency of library. Digital Recording mobile phone allows convenient digital recording of interviews, field notes, small group discussions and oral assignments. Convenient Tool mobile phone makes students engagement in class discussions, labs, field research, and independent plans much easier.  · Improved Support for Personality Knowledge Preferences and Needs In addition, Duke University (2008) has widened their outlines as follows: Text Messaging: University may send text messages to students to notify them about examination dates for instance. Flexible, Delivery of Mobile Content: students are able to access classes by using their mobile phones in distance learning. Practice Exercises for Study and Review: students may be able to review the materials or quizzes created by the academics in anytime and anywhere. Mobile Creation and Media Publication: students could use their mobile phones to capture images or videos and share them with the entire world by uploading them directly into the Internet. Social Learning in Mobile Network: Facebook, Friendster, and other social networking tools allow users to share their life updates. Students get to interact with the members of a study group across the world.  · Gaming and Simulations: mobile phone is equipped with a feature to keep the academics and students in the games of simulation. Use of Mobile Phone Technologies in the Classroom: students can select answers out of multiple choice questions created by the academics in the classroom. Subsequently, Abilene Christian University (2008) pointed out that mobile phone technologies possess many interesting benefits and have become a standard tool in IHLs. Some of the benefits are summarized as follows: Digital Syllabus: dynamic changes of an individual, the activities of a student or status are allowed Clicker: real-time dynamic class polling or free-form answers are allowed Classroom Communicator: an improved flexibility in classes content and release is allowed Document Reader: an e-Book Internet Communicator: the aggregation of content on the sites of class is facilitated Alert System: a receiving automated information of courses Notes Taker: recording aggregation device for audio recordings is allowed Location Reporter: a college grounds map with active location is reported when needed Attendance Tool: dynamic comment about a users position anywhere anytime is given Business Purposes: wireless communication for bill paying, ticket-buying and bookstore buying or any business related matters are enabled Registrars Office Extension: easy course employment, communication with academic records, and dynamic scoring access are made easier Besides, benefits proposed by Cisco (2008) of a mobile system solution for colleges and universities are as follows: a) easy and convenient communication between academics and students, b) a study is developed beyond a class, by becoming more in collaboration, interactive and dynamic, c) both parties may seek new opportunities to connect resources and training, and d) academics can use context of a study based on interactive mode in managing the approach for students daily. Additionally, by using mobile phone technologies, Lefoe and Olney (2007) and Lefoe et al. (2008) reconsidered academics activities by in IHLs as follows: a) making interview with visiting speakers and return it back to the speaker for editing, d) audio comments, c) setting up mobile phone as database for others to use, d) recording interviews for re-evaluating of issues, e) collecting of thoughtful obviousness of the own teaching of academician to plan for future teaching, f) preparing and carrying the necessary articles needed, g) tutorial roles, h) easier sharing of information to students. Apart from that, Nie (2006) pointed out the potential use of mobile technologies in IHLs as follows: Recorder: students may record their works, interviews, presentations and lectures. Audio: students get to listen to genuine audio materials such as interview, audio book, music, speech and vocabulary. Multimedia: students can access multimedia materials such as film, picture, snap, visual vocabulary etc. Pre-class Resources: academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc. Podcasting: allows students to share their own ideas with others. Moreover, Jocelyn et al. (2008) condemned that mobile phone technologies possess many interesting benefits in IHLs as follows: a) academics can access the internet in any time and at any where, b) PDAs enable flexible and timely access to e-learning resources which would lead to empowerment and effective learning, c) academics are enabled to access training resources any time, anywhere, d) academics may hold question and answer sessions via conferences, seminars, workshops, and e) both academics and students can get a real opportunity to make a link between field and college. Finally, BlackBerry (2006) concluded that there are potential benefits of providing mobile access to few applications used by the colleges different departments such as: a) academics may stay in touch and schedule appointments on-the-road, b) healthy data security and remote device management, c) very useful for emergency communications during university trips and d) remote network maintenance via web interface. 3.0 Mobile phone technology and knowledge sharing among academics in IHLs The literature evidenced that mobile phone technologies playing important role in Institutions of Higher Learning. Mobile technologies have opened the door to possibilities and avenues for knowledge sharing by providing a new platform via wireless communication or other ICT applications. Mobile technology may enhance academics functionalities in Institutions of Higher Learning by supporting Externalization and Combination activities. Subsequently, mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning could be demonstrated as follows: Academics can send and receive short text messages (SMS) from each other. The great advantage of using SMS is that it offers just-in-time information Academics can send and receive instant messages (IMs) from each other. Mobile phone offers a way to send instant messages at a much lower cost than traditional SMS messaging. Messages are sent and received by the use of the Internet means that the cost of messages depends only on the quantity of data sent Academics can send and receive e-mail from each other. Mobile phone offers a way to send to receive emails E-mails are sent and received by the use of the Internet means that the cost of mail depends only on the quantity of data sent Academics can share administrative information with colleague. Mobile phone technologies enhance communications among academics on campus. Through mobile devices, academics can receive administrative information such as announcements and urgent messages from faculty or university Academics can share and listen to Podcasts/audio books with colleague Academics can share downloads and view streaming movies/video clips Mobile phone technology can be used as peer locators, alerting academics when their contacts are nearby. Mobile phone technology represents a classroom communicator that enables increased flexibility in course content and delivery among academics. Academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc Academics can create memos which can be sent to colleague from mobile or saved onto his/her office computer Academics have ability to read work related documents via PDF, HTML, and Microsoft Office files Academics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile device Academics can share e-books, journals, or other academic materials Academics can publish e-books and e-papers University can set up mobile phone technologies as database for academics to download documents, applications and university roles Academics can share with colleagues research findings Academics can use the micro web browser for conducting quick research online Academics can stay connected to social networking sites in mobile environment Academics can use a mobile phone technology to send pictures or movies to each other. Mobile technology provides an opportunity for the new generation of people with better communication and activities without taking into account the place and time. This section has outlined the potential use of mobile phone technologies among academics in IHLs. The benefits of mobile phone technologies have been broadly discussed in general. Additionally, this section has evidenced most studies related to the benefits of mobile phones usage among students. Ultimately, this section shows that there are a few studies to examine the benefits of the mobile phone technologies among academics. Despite the advantages of mobile phone technology are clear, only a small number of Institutions of Higher Learning are equipped with integrated mobile phone technologies in their environments (Joan John, 2007; Kim et al., 2006; New Media Consortium, 2007). Figueira (2007) pointed that as of August 2007, however, there are no universities or degree awarding programs with a website designed for downloading on a mobile device (p.1). Sufficient technological means to access mobile devices are not widely used by the academics in Institutions of Higher Learning (Junior et al., 2008). In 2007, Peters conducted a research to 29 manufacturers of mobile devices, businesses and education suppliers and found that mobile phone technologies are in general used in some commercial organizations, but found limited adoption for Institutions of higher learning use. The purpose of this study is to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologies change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. 4.0 Research Methodology Both primary and secondary data were collected for this research. The primary data was collected by distributing questionnaires to the academics in University Utara Malaysia (UUM). UUM is a public Institution of Higher Learning located n the northern region of Malaysia. The sample of this study was the academics that come from Public Institution of Higher Learning (PIHL). Those academics are different in terms of their academic designation: Tutor, Lecturer, Senior Lecturer, Associate Professor, and Professor. A total of 290 questionnaires were distributed to all academics in UUM. The sampling was based on convenience and 153 participants successfully responded, giving a response rate of 52.7 %. The analysis of the survey results is presented based on a valid response of 153 academics of University Utara Malaysia. Data collection for this study was undertaken during the month of May 2009. In gathering information pertaining to the study; a questionnaire was used as the main instrument for data collection in this study. a questionnaire was prepared divided into seven sections as follows: Section 1 was not containing any personally identifiable questions. The demographic and background variables used in this study are gender, status, age, designation, availability of devices, period of time in using device, academics opinion about devices price, academics opinion about devices, usefulness and effectiveness role in the work, connecting to internet through device, and academics preferences for mobile phone functions. This section was adapted from Avenoglu (2005) and Trifonova (2006). Section 2: contains questions that targeted at attitudes towards the use of mobile phone technology in Institutions of Higher Leaning. The respondents were given a list of six items to assess their opinions and attitu des to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Avenoglu (2005). Section 3: contains questions concerning the perceived usefulness to use mobile phone technology. Five items were used to measure the respondents perception toward the usefulness to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 4: contains questions that targeted at the perceived ease of use of mobile phone technology. Three items were used to measure the respondents perception that used mobile phone technology and found it easy to use. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 5: contains questions about behavioral intention to use mobile phone technology in Institutions of Higher Leaning. Four items were used to measure behavioral intention of the respondents towards using of mobile phone technology. Questions were adapted form Kurnia et al. (2008). Section 6: contains questions that are related to how can mobile phone technology change the work situation of academics in Institutions of Higher Leaning. Ten items were used to measure the respondents opinions about how can mobile phone technology increases the flexibility and the ability to work on the move. Questions were adapted form Dye et al. (2003). Section 7: contains statements that targeted to mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning. The respondents were given a list of eighteen statements to assess their opinions and potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. All Questions in this section were chosen from the interview with academics. A five point Likert scale type was used in this study and the academics were required to state the extent to which statements in their point of view were important or not important for them as academics. The Scale was (SD= Strongly Disagree, D = Disagree, N = Neutral, A = Agree, and SA = Strongly Agree). In this study, the questionnaire was pilot tested with 30 UUM academic staff. The table 1 shows the Cronbachs alpha coefficient for section 2, section 3, section 4, section 5, section 6 and section 7. Table 1: Reliability Cronbachs Alpha (ÃŽ ±) for Questionnaires Six Sections The Item Cronbachs Alpha (ÃŽ ±) Reliability Results Section 2 0.891 Good Section 3 0.840 Good Section 4 0.820 Good Section 5 0.805 Good Section 6 0.894 Good Section 7 0.883 Good 5.0 Data Analysis and Results 5.1 Respondents Profile and Background Information Based on the demographics and other personal background information obtained, out of 153 respondents 61.0 % were females. The most of the respondents were married 74 %. 36.4 % of the respondents were 41 to 50 years old and 30.5 % were 31 to 40 years old. Most of the respondents were Lecturers position 39.0 %, following by Senior Lecturers 26.0 %, Tutor 18.2 %, and Associate Professor 16.9 %. Table 2 below gives respondents demographic profile: Table 2: Respondents Demographic Profile Respondents Profile Classification Frequency % Gender Male 60 39 Female 94 61 Status Married 114 74 Unmarried 40 26 Age 20-30 33 21.4 31-40 47 30.5 41-50 56 36.4 Above 50 18 11.7 Designation Tutor 28 18.2 Lecturer 60 39.0 Senior Lecturer 40 26.0 Associate Professor 26 16.9 5.1.2 Availability of Devices The study (refer to 1) shows that 98 % of academics had Cell phone, 36 % PDA, 10 % Smart phone, and 2 % Pocket PC. The study also shows that there were more that 40 % of academics had more that one device, for instance, 33 % of academics had Cell phone and PDA device, 9 % of academics had Cell phone and Smart phone, and 3 % of academics had Cell phone, Smart phone and PDA in one time. 5.1.3 Period in Using Device The study (refer to 2) shows that 50.6 % of academics had Cell phone for more than 8 years, 30 % had Cell phone between 6 to 8 years, 13.6 % had Cell phone between 3 to 5 years, and 0.6 % had Cell phone less than one year. As well, it shows that 2.6 % of academics had Smart phone between 3 to 5 years, 5.2 % had Smart phone between 1 to 2 years, 2.0 % of academics had Smart phone less than one year. In addition, it shows that 3.2. % of academics had PDA device between 6 to 8 years, 7.1 % of academics had PDA device between 3 to 5 years, 19.4 % had PDA device between 1 to 2 years, and 6.5 % of academics had PDA device less than one year. Finally, only three participants 2.0 % had Pocket PC between 1 to 2 years. 5.1.4 Opinion about the Price In view of academics opinion about prices of devices, the general opinion was that Cell phones had reasonable price, were 77.8 % preferred that Cell phone had normal price and 22.8 % refer that Cell phone had low price. In addition, Smart phone, PDAs, and Pocket PC were considered costly price (for Smart phone 58.44 %, for PDAs 61.04 %, and for Pocket PC 64.94 %). Furthermore, a few academics had no opinion on the prices for smart phones, PDAs, and Pocket PC (for Smart phones 4 %, PDAs 5.19 %, and Pocket PC 2.60 %). 3 and shows the academics opinion about devices prices. 5.1.5 The Usefulness and Effectiveness Role of Mobile Phone Technologies in the Work The study (refer to 4) shows that the majority of respondents 97.4 % considered that mobile devices can play a useful and effective role in their daily work. While 0.6 % considered that mobile devices cannot play a useful and effective role in their daily work, and only 1.9 % were not sure about the usefulness and effectiveness of mobile device role in their work. These results indicate that academics had positive opinions regarding using mobile phone technologies in their work, and these results can support researchers opinion about the importance and usefulness of this study in IHLs environment, and to stand up to the factors that could help passing mobile phone technologies in IHLs. 5.1.6 Connecting to Internet though Mobile Phone Technologies 5 shows that the majority of respondents 75.3 % were connecting to internet though mobile phone technologies, and only 24.7 % were not connecting to internet through mobile phone technologies. As evidenced by various studies mentioned above, mobile phone technologies give opportunity to academics to connect to internet and to the world any time anywhere. In addition, mobile phone technologies could able to increase the range of personalized and customized communication, entertainment, relationship management and service function 5.1.7 Academics Preferences of Mobile Phone Functions The academics in this section were given a list of fifteen mobile phone functions and they had to choose one or more of these functions. The results are shown in table 3. Today mobile phone technologies provide a wide range of services. Among these services, a researcher can demonstrate; browsing the Web, MMS, games, alarm/reminder, calling, listening to music, voice recorder, chatting, calendar, camera, phone book, SMS, sending e-mail, dictionary, audio file storage. According to the findings, 100 % of respondents preferred that the function of calling was the most important function, where 98 % preferred that the second important function was SMS. In addition, the findings show that the respondents who choose calendar were 79 %, camera 77 %, alarm/reminder 75 %, phone book 70 %, listening to music 61 %, browsing the Web 53 %, games and sending e-mail 42 %, MMS 41 %, voice recorder 38%, dictionary and audio file storage 29%, and chatting 21 %. Table 3: Academics Preference of Mobile Phone Functions No. Mobile Phone Functions % 1 Calling 100% 2 SMS 98% 3 Calendar 79% 4 Camera 77% 5 Alarm/reminder 75% 6 Phone book 70% 7 Listening to music 61% 8 Browsing the Web 53% 9 Games 42% 10 Sending e-mail 42% 11 MMS 41% 12 Voice recorder 38% 13 Dictionary 29% 14 Audio file storage 29% 15 Chatting 21% 5.2 Attitudes towards the Use of Mobile Phone Technology in IHLs The respondents were given a list of six items to assess their opinions and attitudes toward using mobile phone tec Integration of Technology in Higher Education Integration of Technology in Higher Education Abstract The potentials of mobile phone technology are huge and it has opened possibilities and avenues for enhancing knowledge sharing activities among academics in Institutions of Higher Learning (IHLs). However, it was found that there was lack of academic research on the use of mobile phone technologies for knowledge sharing purposes in IHLs. In IHLs, technologies of mobile phones such as cell phones, smart phones, and PDAs provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime. This paper aimed to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologi es change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. The overall findings revealed that there were at least four factors could lead to the adoption of mobile phone technology among academics in an Institution of Higher Learning. These factors were; attitudes towards the use of mobile phone technology, perceived usefulness to use mobile phone technology, perceived ease of use of mobile phone technology, and behavioral intention to use mobile phone technology. Keywords: Mobile Phone Technology, Institutions of Higher Learning, Academics 1.0 Introduction In recent years, information technology (IT) usage in universities and colleges is broadly increasing for the purposes of enhancing the administration and teaching and learning efficiencies. As the population of campuses raises, so does the improvement of technologies. In Institutions of Higher Learning (IHLs), technologies of mobile phones such as cell phones, smart phones, PDAs and telephone provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime (Wilen-Daugenti, 2007). Junior et al. (2008) defined mobile technologies as mobile technologies are exactly what its name refers, i.e., portable technology that can be moved from one place to another without any loss. There are several advantages of mobile technologies. Few of them are the independence in learning at anywhere and anytime, faster and convenient communication as well as rapid access to variety of different sources. Moreover, the ability to conduct impossible experiments in authentic way is truly pleasant. It is safe to experiment with them because the error will only affect in simulation environment (Smidts et al., 2008). According to Naismith et al. (2005), â€Å"mobile technologies are becoming more embedded, ubiquitous and networked, with enhanced capabilities for rich social interactions, context awareness and internet connectivity† (p.6). Additionally, Anderson and Rainie (2008) concluded that the mobile phone technologies will be the most fundamental and compulsory connection device to the internet for everyone in 2020. 2.0 Mobile Phone Technologies in IHLs Academics find mobile phone technologies as their big savior when comes to managing the working tasks. Plenty of important features such as address books, devices of storage of file, cameras, recorder of video and internet added to the working flexibility in IHLs. Todays mobile phones are as influential as computers. According to Nokia (2007), â€Å"Its what computers have become†. Its increase to ubiquity is explained as a †¦stealthy but rapid shift from a telephony device towards a portable, personal media hub that enables an increasing range of personalized and customized communication, entertainment, relationship management and service functions. Its reach is pervasively global and trans-cultural, possibly more so than any other media form including the internet and World Wide Web (Cameron, 2006). Nowadays, it is impossible to resist mobile phone. Each and every aspects of life demand the importance of mobile device. As the international barriers are getting smaller due to globalization, the need of communication is inevitable. Consequently, mobile phone is becoming more and more compulsory and necessary to have. All walks of life celebrate the use of mobile phone technologies, so does the academics. Undeniably, there are myriad of activities for both academics and students provided by mobile phone technologies such as; uploading and downloading of songs, movies and videos to cell phone, MP3 player, iPod, sending and receiving e-mails, instant messages (IMs), short text messages (SMS), transferring files, photos or other data , interactive games, searching for information or services on the web, making video calls, personal organizer (e.g. diary, address book), in-class surveys/questions, in-class media sharing, attendance monitor, distant privileges of library, peer locator, free or inexpensive VoIP phone as well as notification of the security. Academics who have experienced dealing with mobile technologies in working possess several reasons to continue using them. Firstly, to be able to communicate with other people, to seek information, to take pictures and create clips and sharing with others is what most people have become used to (Smidts et al., 2008). The following studies have examined some of the activities of the mobile phone in the IHLs. Corbeil and Valdes-Corbeil (2007) have explored mobile phone activities engaged in by academics and students in their study. According to their findings, these technologies can be applied in many activities such as: uploading and downloading songs/movies/video clips, sending and receiving e-mail, Instant Messages (IMs), Short Text Messages (SMS), transferring files, photos or other data playing the interactive games, transferring photos or other data, downloading Podcasts of appropriate instructive material along with audio and video lectures, reading e-books, reconsidering coursework and getting ready in exams, showing their jobs and sharing plan results, providing visual, adding a microphone to their mobile to capture material for educational use, using an MP3 player to download and listen to Podcasts and audio lectures, and reconsidering the material of courses and studying for exams, audio books and, with some devices as well as the most widely used nowadays which is recording le ctures. Furthermore, findings from studies conducted by Whilst Kennedy et al. (2008a) and Kennedy et al. (2008b), mobile phone technologies allowed users to conduct 9 activities in Institutions of Higher learning as the following: To send pictures or movies to colleagues. To use mobile phone as MP3 player. To access information or services on the web. To make video calls. To take digital photos or movies. To send or receive email. To use mobile phone as a personal organizer (e.g. diary, address book). To send or receive SMS to colleagues. To call the colleagues or others. Besides, according to studies done by Wilen-Daugenti and McKee (2008), mobile phone technologies could be used for many applications for academics and students in both inside and outside the IHLs as example field below; In-Class Surveys/Questions: Students may submit the answers to questions or surveys given by an academic through their mobile phones. In-Class Media Sharing: During lectures, students are able to share interesting pictures or videos to their friends by emailing the files to the lecture halls projector. Attendance Monitor: An academic may demand students to do a virtual â€Å"roll call† by transmitting a message from their mobile phones. Course Materials: During lecture, an academic can directly send the course materials to students phones. Remote Library Privileges: The private privileges of library are also granted to students who can use their mobile phones to search articles without need to use a proxy server  · Peer Locator: Based on networks accuracy, peers may be alerted when their contacts are close by the mobile phones.  · Free or Inexpensive VoIP Calling: Universities may offer cheaper international or local calls made within the campus for students who might really need to do so. Position System: By sharing information contextual about the users actual place, mobile phone serves as a guide of virtual turn which assists the presence of students around the campus. Notification of the Security / Emergency: Depending on the users location, a warning notice is sent immediately to every mobile phone via email and voicemail, by informing the best way to leave the campus or a particular building in case of emergency. Moreover, a study carried out by Duke University (2005) has outlined the major categories of mobile devices employment by the academics as follows: The Instrument of Broadcasting of Lesson Contents- Mobile phone provides access to lessons content such as lectures, songs, historical speeches, conferences and meetings. Tool of Classroom Recording mobile phone can be used as a tool to capture lectures, class discussions and feedbacks. Tool of Supporting Study mobile phone allows academics for repetition of commercial and original audio content, such as music and audio books. Transfer and File Storage mobile phone is able to transfer or backup all sorts of files. Digital Portal: Both academics and students may no longer depend on physical materials. Flexible Location mobile phone provides accessing of digital materials at anywhere and anytime which also contributes to a decreased dependency of library. Digital Recording mobile phone allows convenient digital recording of interviews, field notes, small group discussions and oral assignments. Convenient Tool mobile phone makes students engagement in class discussions, labs, field research, and independent plans much easier.  · Improved Support for Personality Knowledge Preferences and Needs In addition, Duke University (2008) has widened their outlines as follows: Text Messaging: University may send text messages to students to notify them about examination dates for instance. Flexible, Delivery of Mobile Content: students are able to access classes by using their mobile phones in distance learning. Practice Exercises for Study and Review: students may be able to review the materials or quizzes created by the academics in anytime and anywhere. Mobile Creation and Media Publication: students could use their mobile phones to capture images or videos and share them with the entire world by uploading them directly into the Internet. Social Learning in Mobile Network: Facebook, Friendster, and other social networking tools allow users to share their life updates. Students get to interact with the members of a study group across the world.  · Gaming and Simulations: mobile phone is equipped with a feature to keep the academics and students in the games of simulation. Use of Mobile Phone Technologies in the Classroom: students can select answers out of multiple choice questions created by the academics in the classroom. Subsequently, Abilene Christian University (2008) pointed out that mobile phone technologies possess many interesting benefits and have become a standard tool in IHLs. Some of the benefits are summarized as follows: Digital Syllabus: dynamic changes of an individual, the activities of a student or status are allowed Clicker: real-time dynamic class polling or free-form answers are allowed Classroom Communicator: an improved flexibility in classes content and release is allowed Document Reader: an e-Book Internet Communicator: the aggregation of content on the sites of class is facilitated Alert System: a receiving automated information of courses Notes Taker: recording aggregation device for audio recordings is allowed Location Reporter: a college grounds map with active location is reported when needed Attendance Tool: dynamic comment about a users position anywhere anytime is given Business Purposes: wireless communication for bill paying, ticket-buying and bookstore buying or any business related matters are enabled Registrars Office Extension: easy course employment, communication with academic records, and dynamic scoring access are made easier Besides, benefits proposed by Cisco (2008) of a mobile system solution for colleges and universities are as follows: a) easy and convenient communication between academics and students, b) a study is developed beyond a class, by becoming more in collaboration, interactive and dynamic, c) both parties may seek new opportunities to connect resources and training, and d) academics can use context of a study based on interactive mode in managing the approach for students daily. Additionally, by using mobile phone technologies, Lefoe and Olney (2007) and Lefoe et al. (2008) reconsidered academics activities by in IHLs as follows: a) making interview with visiting speakers and return it back to the speaker for editing, d) audio comments, c) setting up mobile phone as database for others to use, d) recording interviews for re-evaluating of issues, e) collecting of thoughtful obviousness of the own teaching of academician to plan for future teaching, f) preparing and carrying the necessary articles needed, g) tutorial roles, h) easier sharing of information to students. Apart from that, Nie (2006) pointed out the potential use of mobile technologies in IHLs as follows: Recorder: students may record their works, interviews, presentations and lectures. Audio: students get to listen to genuine audio materials such as interview, audio book, music, speech and vocabulary. Multimedia: students can access multimedia materials such as film, picture, snap, visual vocabulary etc. Pre-class Resources: academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc. Podcasting: allows students to share their own ideas with others. Moreover, Jocelyn et al. (2008) condemned that mobile phone technologies possess many interesting benefits in IHLs as follows: a) academics can access the internet in any time and at any where, b) PDAs enable flexible and timely access to e-learning resources which would lead to empowerment and effective learning, c) academics are enabled to access training resources any time, anywhere, d) academics may hold question and answer sessions via conferences, seminars, workshops, and e) both academics and students can get a real opportunity to make a link between field and college. Finally, BlackBerry (2006) concluded that there are potential benefits of providing mobile access to few applications used by the colleges different departments such as: a) academics may stay in touch and schedule appointments on-the-road, b) healthy data security and remote device management, c) very useful for emergency communications during university trips and d) remote network maintenance via web interface. 3.0 Mobile phone technology and knowledge sharing among academics in IHLs The literature evidenced that mobile phone technologies playing important role in Institutions of Higher Learning. Mobile technologies have opened the door to possibilities and avenues for knowledge sharing by providing a new platform via wireless communication or other ICT applications. Mobile technology may enhance academics functionalities in Institutions of Higher Learning by supporting Externalization and Combination activities. Subsequently, mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning could be demonstrated as follows: Academics can send and receive short text messages (SMS) from each other. The great advantage of using SMS is that it offers just-in-time information Academics can send and receive instant messages (IMs) from each other. Mobile phone offers a way to send instant messages at a much lower cost than traditional SMS messaging. Messages are sent and received by the use of the Internet means that the cost of messages depends only on the quantity of data sent Academics can send and receive e-mail from each other. Mobile phone offers a way to send to receive emails E-mails are sent and received by the use of the Internet means that the cost of mail depends only on the quantity of data sent Academics can share administrative information with colleague. Mobile phone technologies enhance communications among academics on campus. Through mobile devices, academics can receive administrative information such as announcements and urgent messages from faculty or university Academics can share and listen to Podcasts/audio books with colleague Academics can share downloads and view streaming movies/video clips Mobile phone technology can be used as peer locators, alerting academics when their contacts are nearby. Mobile phone technology represents a classroom communicator that enables increased flexibility in course content and delivery among academics. Academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc Academics can create memos which can be sent to colleague from mobile or saved onto his/her office computer Academics have ability to read work related documents via PDF, HTML, and Microsoft Office files Academics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile device Academics can share e-books, journals, or other academic materials Academics can publish e-books and e-papers University can set up mobile phone technologies as database for academics to download documents, applications and university roles Academics can share with colleagues research findings Academics can use the micro web browser for conducting quick research online Academics can stay connected to social networking sites in mobile environment Academics can use a mobile phone technology to send pictures or movies to each other. Mobile technology provides an opportunity for the new generation of people with better communication and activities without taking into account the place and time. This section has outlined the potential use of mobile phone technologies among academics in IHLs. The benefits of mobile phone technologies have been broadly discussed in general. Additionally, this section has evidenced most studies related to the benefits of mobile phones usage among students. Ultimately, this section shows that there are a few studies to examine the benefits of the mobile phone technologies among academics. Despite the advantages of mobile phone technology are clear, only a small number of Institutions of Higher Learning are equipped with integrated mobile phone technologies in their environments (Joan John, 2007; Kim et al., 2006; New Media Consortium, 2007). Figueira (2007) pointed that as of August 2007, however, there are no universities or degree awarding programs with a website designed for downloading on a mobile device (p.1). Sufficient technological means to access mobile devices are not widely used by the academics in Institutions of Higher Learning (Junior et al., 2008). In 2007, Peters conducted a research to 29 manufacturers of mobile devices, businesses and education suppliers and found that mobile phone technologies are in general used in some commercial organizations, but found limited adoption for Institutions of higher learning use. The purpose of this study is to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologies change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. 4.0 Research Methodology Both primary and secondary data were collected for this research. The primary data was collected by distributing questionnaires to the academics in University Utara Malaysia (UUM). UUM is a public Institution of Higher Learning located n the northern region of Malaysia. The sample of this study was the academics that come from Public Institution of Higher Learning (PIHL). Those academics are different in terms of their academic designation: Tutor, Lecturer, Senior Lecturer, Associate Professor, and Professor. A total of 290 questionnaires were distributed to all academics in UUM. The sampling was based on convenience and 153 participants successfully responded, giving a response rate of 52.7 %. The analysis of the survey results is presented based on a valid response of 153 academics of University Utara Malaysia. Data collection for this study was undertaken during the month of May 2009. In gathering information pertaining to the study; a questionnaire was used as the main instrument for data collection in this study. a questionnaire was prepared divided into seven sections as follows: Section 1 was not containing any personally identifiable questions. The demographic and background variables used in this study are gender, status, age, designation, availability of devices, period of time in using device, academics opinion about devices price, academics opinion about devices, usefulness and effectiveness role in the work, connecting to internet through device, and academics preferences for mobile phone functions. This section was adapted from Avenoglu (2005) and Trifonova (2006). Section 2: contains questions that targeted at attitudes towards the use of mobile phone technology in Institutions of Higher Leaning. The respondents were given a list of six items to assess their opinions and attitu des to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Avenoglu (2005). Section 3: contains questions concerning the perceived usefulness to use mobile phone technology. Five items were used to measure the respondents perception toward the usefulness to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 4: contains questions that targeted at the perceived ease of use of mobile phone technology. Three items were used to measure the respondents perception that used mobile phone technology and found it easy to use. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 5: contains questions about behavioral intention to use mobile phone technology in Institutions of Higher Leaning. Four items were used to measure behavioral intention of the respondents towards using of mobile phone technology. Questions were adapted form Kurnia et al. (2008). Section 6: contains questions that are related to how can mobile phone technology change the work situation of academics in Institutions of Higher Leaning. Ten items were used to measure the respondents opinions about how can mobile phone technology increases the flexibility and the ability to work on the move. Questions were adapted form Dye et al. (2003). Section 7: contains statements that targeted to mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning. The respondents were given a list of eighteen statements to assess their opinions and potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. All Questions in this section were chosen from the interview with academics. A five point Likert scale type was used in this study and the academics were required to state the extent to which statements in their point of view were important or not important for them as academics. The Scale was (SD= Strongly Disagree, D = Disagree, N = Neutral, A = Agree, and SA = Strongly Agree). In this study, the questionnaire was pilot tested with 30 UUM academic staff. The table 1 shows the Cronbachs alpha coefficient for section 2, section 3, section 4, section 5, section 6 and section 7. Table 1: Reliability Cronbachs Alpha (ÃŽ ±) for Questionnaires Six Sections The Item Cronbachs Alpha (ÃŽ ±) Reliability Results Section 2 0.891 Good Section 3 0.840 Good Section 4 0.820 Good Section 5 0.805 Good Section 6 0.894 Good Section 7 0.883 Good 5.0 Data Analysis and Results 5.1 Respondents Profile and Background Information Based on the demographics and other personal background information obtained, out of 153 respondents 61.0 % were females. The most of the respondents were married 74 %. 36.4 % of the respondents were 41 to 50 years old and 30.5 % were 31 to 40 years old. Most of the respondents were Lecturers position 39.0 %, following by Senior Lecturers 26.0 %, Tutor 18.2 %, and Associate Professor 16.9 %. Table 2 below gives respondents demographic profile: Table 2: Respondents Demographic Profile Respondents Profile Classification Frequency % Gender Male 60 39 Female 94 61 Status Married 114 74 Unmarried 40 26 Age 20-30 33 21.4 31-40 47 30.5 41-50 56 36.4 Above 50 18 11.7 Designation Tutor 28 18.2 Lecturer 60 39.0 Senior Lecturer 40 26.0 Associate Professor 26 16.9 5.1.2 Availability of Devices The study (refer to 1) shows that 98 % of academics had Cell phone, 36 % PDA, 10 % Smart phone, and 2 % Pocket PC. The study also shows that there were more that 40 % of academics had more that one device, for instance, 33 % of academics had Cell phone and PDA device, 9 % of academics had Cell phone and Smart phone, and 3 % of academics had Cell phone, Smart phone and PDA in one time. 5.1.3 Period in Using Device The study (refer to 2) shows that 50.6 % of academics had Cell phone for more than 8 years, 30 % had Cell phone between 6 to 8 years, 13.6 % had Cell phone between 3 to 5 years, and 0.6 % had Cell phone less than one year. As well, it shows that 2.6 % of academics had Smart phone between 3 to 5 years, 5.2 % had Smart phone between 1 to 2 years, 2.0 % of academics had Smart phone less than one year. In addition, it shows that 3.2. % of academics had PDA device between 6 to 8 years, 7.1 % of academics had PDA device between 3 to 5 years, 19.4 % had PDA device between 1 to 2 years, and 6.5 % of academics had PDA device less than one year. Finally, only three participants 2.0 % had Pocket PC between 1 to 2 years. 5.1.4 Opinion about the Price In view of academics opinion about prices of devices, the general opinion was that Cell phones had reasonable price, were 77.8 % preferred that Cell phone had normal price and 22.8 % refer that Cell phone had low price. In addition, Smart phone, PDAs, and Pocket PC were considered costly price (for Smart phone 58.44 %, for PDAs 61.04 %, and for Pocket PC 64.94 %). Furthermore, a few academics had no opinion on the prices for smart phones, PDAs, and Pocket PC (for Smart phones 4 %, PDAs 5.19 %, and Pocket PC 2.60 %). 3 and shows the academics opinion about devices prices. 5.1.5 The Usefulness and Effectiveness Role of Mobile Phone Technologies in the Work The study (refer to 4) shows that the majority of respondents 97.4 % considered that mobile devices can play a useful and effective role in their daily work. While 0.6 % considered that mobile devices cannot play a useful and effective role in their daily work, and only 1.9 % were not sure about the usefulness and effectiveness of mobile device role in their work. These results indicate that academics had positive opinions regarding using mobile phone technologies in their work, and these results can support researchers opinion about the importance and usefulness of this study in IHLs environment, and to stand up to the factors that could help passing mobile phone technologies in IHLs. 5.1.6 Connecting to Internet though Mobile Phone Technologies 5 shows that the majority of respondents 75.3 % were connecting to internet though mobile phone technologies, and only 24.7 % were not connecting to internet through mobile phone technologies. As evidenced by various studies mentioned above, mobile phone technologies give opportunity to academics to connect to internet and to the world any time anywhere. In addition, mobile phone technologies could able to increase the range of personalized and customized communication, entertainment, relationship management and service function 5.1.7 Academics Preferences of Mobile Phone Functions The academics in this section were given a list of fifteen mobile phone functions and they had to choose one or more of these functions. The results are shown in table 3. Today mobile phone technologies provide a wide range of services. Among these services, a researcher can demonstrate; browsing the Web, MMS, games, alarm/reminder, calling, listening to music, voice recorder, chatting, calendar, camera, phone book, SMS, sending e-mail, dictionary, audio file storage. According to the findings, 100 % of respondents preferred that the function of calling was the most important function, where 98 % preferred that the second important function was SMS. In addition, the findings show that the respondents who choose calendar were 79 %, camera 77 %, alarm/reminder 75 %, phone book 70 %, listening to music 61 %, browsing the Web 53 %, games and sending e-mail 42 %, MMS 41 %, voice recorder 38%, dictionary and audio file storage 29%, and chatting 21 %. Table 3: Academics Preference of Mobile Phone Functions No. Mobile Phone Functions % 1 Calling 100% 2 SMS 98% 3 Calendar 79% 4 Camera 77% 5 Alarm/reminder 75% 6 Phone book 70% 7 Listening to music 61% 8 Browsing the Web 53% 9 Games 42% 10 Sending e-mail 42% 11 MMS 41% 12 Voice recorder 38% 13 Dictionary 29% 14 Audio file storage 29% 15 Chatting 21% 5.2 Attitudes towards the Use of Mobile Phone Technology in IHLs The respondents were given a list of six items to assess their opinions and attitudes toward using mobile phone tec

Private Schools vs. Public Schools Essay -- Public Education vs Private

Plato said, "You must train the children to their studies in a playful manner, and without any air of constraint, with the further object of discerning more readily the natural bent of their respective characters" (Plato). Education has increased as a topic of conversation among parents in America today. The importance of a good education has increased in value, and parents are searching for the best possible school for their child in preparation for college. Many believe the most opportune way for their child to succeed in studies is by attending a private school. On the other hand, another group of parents thinks that public schools are the better route. Nevertheless, public schools have been proven to be more successful in the education of a maturing child. Students who attend public schools are faced with many different challenges that differ in comparison to a private school student. Whereas, many private schools are small in population, public schools usually have a larger number of students resulting in a great diversity of pupils. Students from every race, culture, and religious background come together in one school system. This diversity allows students to develop ways of associating with many different people that would not typically be found in a private school. Learning how to deal with others, no matter what their race, culture, or religion, is a vital asset to learning how to work with others in the future. Private school teachers have been shown to be less qualified teachers that many public school teachers. Some of the most interesting contrasts explain private schools have fewer minority teachers and principals, public school teachers appear to be more education than private school teachers, a... ... agrees with Mrs. Dyckman explaining, "I don't think that just because you pay money for something makes it better. There isn't a better place for my daughter to be going to school than here" (Wilkenfeld par. 13). In fact, on average, private schools aren't any better than public schools, or so says a new book on the subject, All Else Equal: Are Public And Private Schools Different. In conclusion, several points could be drawn on the issue of public schools versus private schools. Nevertheless, statistics, reports, and articles are continually explaining that private schools are mostly equal or less qualified than public schools. Parents should be educated in this matter. If more parents knew about the comparison of public schools to private schools, more families would be able to offer their children a better education and future for a cheaper price.

Aloha Products

Aloha Products is a United States-based coffee-processor company that has been providing non-specialty and low-priced coffee for over a hundred years. It purchases the raw materials or what buyers and sellers refer to as â€Å"green coffee† from brokers and trade firms then processes the coffee and sells the final product to customers. Large companies such as Nestle and P&G directly import the unprocessed or green coffee beans from coffee plantations in tropical countries such as Brazil and Colombia while companies with smaller levels of business such as such as Aloha buy the green coffee beans from brokers or trade firms.Aloha Products is managed by the owners and its headquarters is located in Ohio, United States. It has three plants located in Midwestern United States, each plant being responsible for its own profit and loss. Each plants performance is measured by each plant managers gross margin generated per plant. The raw materials or green coffee beans are handled by th e company’s purchasing unit that is located in New York City. Each plant receives a production schedule that is determined from the center and receives raw materials as well as pay in accordance with the production requirements of each plant.Aloha’s Top management is regulated by the members of the founding family. Company uses centralized control system where all main decisions regarding purchases, production, sales, marketing and promotion are made on corporate level while plant managers are only responsible for their profit and loss. Also there is centralized preparation of overall financial statement at home offices. This organization has led plant managers to a lack of adequate control over the activities of the managed plant; however, they are still assessed on the performance.This method has been done until in the 1990s, when the plant managers started to speak out on their dissatisfaction on the computation of their bonuses since they do not have authority to d etermine the prices of raw materials, production schedules and output prices from the manufacturer. External factors such as the steady decline in Americans consumption of coffee from 1965 to 1990 affected the sales and profits of coffee processors as well.Because of this, the company president hired a consulting firm to evaluate the current control systems in the three major departments: Plant Operations, Sales and Marketing and the Purchasing groups. 2. Case Question No-1: Evaluate the current control systems for the manufacturing, marketing, and purchasing departments of Aloha Products Answer is: From the case we can see that Aloha products have a centralized control system. What this means is that the main office or headquarters handled the purchasing, marketing and sales activities of each of the three plants.Based on the current control system evaluating three major departments of Aloha Products are described as follows†¦Ã¢â‚¬ ¦ Evaluation of Manufacturing Departments: Th ere are three production plants within AP’s manufacturing department; each plant is responsible for their own profits and losses. Unfortunately, the managers have no control over the any of the major activities in their respective production facilities. the vice president of manufacturing oversees all of the roasting, grinding, and packaging processes. Production schedules are provided to each plant manager for the current and following month.The plant managers also have no control over the green beans purchase, production schedule, production mix, or the costs of their inputs, as the purchasing department assigns the costs based on the specific contract for that shipment. If the inputs exceed the plant’s requirements, they are sold at the spot rate in the market, and could very well result in a loss. Evaluation of Purchasing Departments: The purchasing department is responsible for obtaining the required quantities and types of green coffee to be roasted in the produc tion plants.The level of sophistication and expertise needed makes this department a necessity; proper staffing is vital based on the complexity of the green coffee market. This department relies on relationships with growers and brokers; for smaller firms, an important feature of this department is their ability to foresee demand and required inventory and subsequently enter into forward contracts with brokers, anywhere from three to twelvemonths in advance. The costs of each shipment are based on the specific contracts for those green coffee beans, which can vary based on the various price drivers previously mentioned.This can create a diversified and volatile cost of inventory. Required inventory demand is based on communication between marketing (sales) and the purchasing department, any discrepancies at the current date is met by purchases through the spot market, which incurs significantly higher costs. The costs associated with running this purchasing department are charged t o the headquarters of AP. Currently, there is no communication between the purchasing and manufacturing department. Furthermore, purchasing department does not need to report to head office or meet any performance measurement standard.Ultimately, the power resides with upper management of the purchasing unit. Evaluation of Marketing (SALES) Departments: Under the current structure, this department is centralized. The president of AP and vice president of sales are in charge of advertising and promotion of the final products. The marketing department also determines the budgeted sales, which are then passed onto the purchasing department. Case Question No-2: Considering the company’s competitive strategy, what changes, if any, would you make to the control systems of the three departments?Answer is: The changes to the current control systems involve establishing accountability and effective communication among the three departments and providing key measures to evaluate the ma nagers’ performance objectively. Recommendations for the current management control system of Aloha Products are as follows†¦. Recommendation for Manufacturing Departments: The manufacturing department is currently a profit center. However, the plants do not have control over the costs of the green coffee.Thus, the main concern of this department as a whole should be efficiency; how well they can control the costs to roast green coffee. As such, were commend that the manufacturing department’s plants be accountable for the costs incurred to roast and package the green coffee. The performance measure for the manufacturing department at AP should be evaluated based solely on the roasting, grinding, and packaging of AP’s coffees. Conceptually, it’s unfair to evaluate manufacturing as a profit center, when in reality it has little to no control over product costs or sales.Since control over purchasing and selling will not be transferred to the manufactur ing department in this proposal, it is logical to assess based on controllable factors such as cost/pound only. This is in contrast to a measure such as using manufacturing costs as a percentage of net sales. Instead of being assessed for the performance of the purchasing and marketing departments, plant managers will now have an incentive to ensure their costs do not vary from the standard. It would still be possible to evaluate roasting plants based on gross margin as well.However, to ensure that plant managers are not penalized for fluctuations in the cost of green coffee contracts, a standard cost for green coffee would have to be established and used in the computation of gross margin. Recommendation for Purchasing Department: The purchasing department’s costs are being charged to central office. Due to this, the purchasing department is not being held accountable for the contracts it is entering into. The purchasing department’s main concern should be actual cont ract costs.Thus, we recommend that the purchasing department be accountable for the difference between the actual costs per signed contracts and the standard cost of green coffee raw materials. The actual costs should be measured in a similar manner to the current practice. Contract costs related to buying and selling in the spot market should not be included in the computed price per bag. A reasonable standard cost for green coffee contracts will have to be established based on discussions between management and executives in the purchasing department.The standard cost could potentially be based on the average of the spot price over the past 6 months. We recommend that this standard cost be updated every quarter, in order to provide accurate standard costs of green coffee raw materials. Recommendation for Marketing Departments: The marketing department focuses its efforts on advertising and promotion, however, it is not held responsible for the costs it incurs or how accurate their sales forecasts/budgets are. There is a large cost associated with differences between the forecasted requirements and actual requirements.The difference results in purchases or sales at the spot price for green coffee, which tends to cost more than forward contract prices. It is not reasonable for the marketing department to perfectly forecast sales and therefore there should be leniency in developing a method of accountability for this department. We must keep in mind that our goal is not only to hold each group accountable, but also to make sure managers feel they are being evaluated fairly and motivated to improve performance. In keeping with this, actual sales volume should be compared to forecasted sales volume.This will not only help to keep the marketing department accountable for their activities, but will also allow for forecast methodology to be reviewed and continuously improved. Overall, we believe that we also need to establish goal congruence between the three depart ments. This can be achieved through emphasizing communication between departments; this would encourage the forecasts of purchases/sales to be more accurate. In order to increase goal congruence and communication we recommend that the departments also beevaluated based on an overall measure for the firm. This measure would be economic value added (EVA), as when it is applied, managers will not just be focused on their own department profitability, but also that of the company as a whole. The EVA approach promotes the same profit objectives across the different departments. Thus, by keeping the same structural organization and only changing the way each department is evaluated, the incentive plan for each department more accurately reflects what each department can control.