Psychology & Marketing, 25(4), 352-381. doi:10.1002/mar.20213 Okazaki, S., Li, H., & Hirose, M. (2012). Benchmarking the Use of QR Code in Mobile Promotion. Journal Of Advertising Research, 52(1), 102-117. doi:10.2501/JAR-52-1-1021117 Sathyan, J., Anoop, N., Narayan, N., & Vallathai, S. K. (2012). A comprehensive guide to enterprise mobility. CRC Press.
[Accessed 27 Oct.2014] Michaelidou, N., Siamagka, N. and Christodoulides, G. (2011). Usage, barriers and measurement of social media marketing: An exploratory investigation of small and medium B2B brands. Industrial Marketing Management, [online] 40(7), pp.1153-1159. Available at: http://dx.doi.org/10.1016/j.indmarman.2011.09.009 [Accessed 27 Oct. 2014]. Naylor, R., Lamberton, C. and West, P. (2012).
Journal of Management Information Systems, 30(3), 141-178. doi:10.2753/MIS0742-1222300306 Tiwana, A., Konsynski, B., & Venkatraman, N. (2013). Special Issue: Information Technology and Organizational Governance: The IT Governance Cube. Journal of Management Information Systems, 30(3), 7-12. doi:10.2753/MIS0742-1222300301 Williams, C., & Karahanna, E. (2013). Causal Explanation in the Coordinating Process: A Critical Realest Case Study of Federated IT Governance Structures. MIS Quarterly, 37(3).
Richard, A., and Caroline, H., (2007). A Theory of Learning for the Mobile Age. The SAGE Handbook of E-learning Research. London: SAGE Publications, Ltd Stockwell, G. (2010). Using Mobile Phones for Vocabulary Activities : Examining the Effect of the Platform.
2014. Morgan, H. "Using Handheld Wireless Technologies in School: Advantageous or Disadvantageous?" Childhood Education 87.2 (2011): 139-42. ProQuest. Web.
The Differences in the Paradigms of Course Delivery As we discover the various processes and assumptions underlying the rationale behind various academic policies and required procedures, it is apparent that the fundamental difference between Achievement and Competency paradigms are not understood. Achievement is not Competency with a different marking system. Policies and procedures should reflect this or we lose the benefits and fail to deliver what the market demands. What follows is an attempt to capture the essence of the delivery and assessment issues in each paradigm, and remark on some of the policies where they are not recognised appropriately and this impacts our ability to capitalise on them. If you follow the paradigms through to their natural, and optimal, conclusion then the focus forced by current academic policies are inappropriate on a number of levels.