This paper aims to investigate the needs of the Office Authorization and Governance students in learning English in terms of target needs, learning needs, and present situation. The study employed a case study method where the data were gained from the interview to one English teacher of one of the vocational schools in Bandung, the questionnaire to thirty students in one class of 10 th grade of Office Authorization and Governance (OTKP), and also documents including syllabus, lesson plans, and the students’ assignments. The results of the research show that in terms of the most needed English skills, the students need speaking and writing skills in specific purposes for the future work in the field of Office Authorization and Governance (OTKP) as secretary, manager, receptionist, and so on. However, English taught in the learning activities in the vocational school was General English (GE), which was less appropriate and fitting for vocational students to meet the target needs. The Office Authorization and Governance (OTKP) students needed EVP (English for Vocational Purposes) particularly on the improvement of skills and knowledge needed by target needs, such as speaking to native or non-native speakers in business context and writing reports. Furthermore, the Office Authorization and Governance (OTKP) major should be provided with appropriate lessons and skills to prepare them for the future job markets.
Advances in artificial intelligence (AI) and robotics have begun to challenge conventional notions of consumption, production, and management of tourism service offerings. For example, intelligent machines are increasingly being used to handle routine customer enquiries, prepare and serve drinks and food, and monitor and report faults and security breaches (Ivanov, Webster, & Berezina, 2017). However, Murphy, Gretzel, and Pesonen (2019) observe that many tourism businesses still fail to make the most of the available technology. Faced with a plethora of possibilities, tourism operators may find it difficult to decide which technologies to adopt and which to ignore. Equally challenging might be deciding where, when, and how a new technology should be introduced, as well as understanding what its impacts might be for the individual, organisation, and the industry. The situation calls for research methods suitable for addressing forward-looking research questions with complex practical, ethical, and socio-economic implications, including the impacts of automation on customer experience, management, and regulation. Following in the footsteps of Wengel, McIntosh, and Cockburn-Wootten (2016), it can be suggested that serious gaming, in particular a method known as LEGO® Serious Play®, will help tourism researchers and practitioners better navigate and harness the dynamic landscape of emerging technology. As discussed by Peabody and Noyes (2017), LEGO® Serious Play® is a brainstorming method that makes use of LEGO® bricks to facilitate communication, expression, and problem-solving. Through a series of building activities and peer discussions, LEGO® bricks are used to create stories about the intangible world. The purpose is to break free from the constraints of habitual thinking – the focus is not on the actual bricks themselves, but on the stories they tell and the metaphors they convey (Kristiansen & Rasmussen, 2014).
Information, communication and technology (ICT) adoption has increased dramatically over time irrespective of organizations, be public or private, profit or not for profit organizations around the world. No doubt that ICT investment will spur economic growth as studied done by many countries. The African Union Agenda 2063 has acknowledged the importance of digital inclusivity for African countries to be on par with the rest of the world as an information society. African nation and Somalia particularly have still some challenges to deploy ICT on the concern of availability, accessibility and affordability. Nevertheless, in a business environment where businesses compete in the highly fragile market, ICT modernization in all business processes including accounting is a crucial tool for continuous improvement towards competitive services offered to customers. The implementation and adaption computerized accounting systems (CAIS) for any organization such as SMEs will enable the management and owners to improve decision making, internal controls and financial information, as well as enable financial reporting to be designed and processed on a standardized format and timely. It was reported that the use of inefficient information to support financial decision making and poor quality and reliability of financial information were part of the major SMEs challenges. Therefore, this study attempts to understand the usage of CAIS and its impact on the performance of SMEs in Somalia. The survey questionnaire is designed and distributed to selected SMEs in the capital city of Mogadishu, Somalia. The results of CAIS’s impact are discussed from four components of balanced scorecard namely financial, customer, internal processes and learning & growth perspectives. The results of this study may provide knowledge about the impact of usage CAIS for SMEs performance in Somalia
Nowadays, corporate success depends on the ability to integrate social and environmental concerns into business operations and strategies. Transparency is also fundamental to an effective interaction with a variety of stakeholders, especially for companies operating in global markets. The Internet can significantly contribute to the widespread dissemination of complete and timely information on a company’s activities and performance. Combining theoretical and empirical research, this article focuses on web-based integrated CSR reporting and presents an empirical investigation whose results emphasise the necessity to improve online communication on sustainability matters, including in CSR-oriented companies.
This article examines how the levels of student interaction change through the use of small groups and moderators in online writing courses. The study examines three technical and professional online writing courses: one course that employs small groups and group moderators and two courses that have no small groups or moderators. The results of this study show that the amount of interaction between students in online writing courses increases dramatically by incorporating small groups and peer moderators.