Socialist Market Economic System of China

Introduction Socialism with Chinese features differs from the socialism that emerged on the basis of developed Capitalism that was assumed by Marx and Engels. The two focused on socialism that evolved from the Soviet Model and from the ‘triumphal stage† socialism in past China.Advertising We will write a custom essay sample on Socialist Market Economic System of China specifically for you for only $16.05 $11/page Learn More The habit of socialism with Chinese Characteristic is focused in its habit in historical beginning, peculiar development system, and peculiar dual relationship. Features or the characteristic of socialism was an aspect that was embraced by Deng Xiaoping. It is under the umbrella of setting up socialism with Chinese Characteristic that socialism enhances incredible dynamism and vitality in China. In this respect, this paper shall therefore succinctly discuss the economic system of socialist market economy in China, its feat ures, and the extent of its capitalism. Socialism with Chinese Characteristic According to the past history, socialism with Chinese Characteristic was an aspect that developed in a semi-colonial and semi-feudal society. Maxist Classical authors assert that, the beginning of development of socialist society is the development of Capitalism. Having known this, China is still in progress on the socialist road on the platform of a semi-colonial and semi-feudal society. In this respect, the perspective that China undertakes is predominantly different from what Maxism believes in. It is the tremendous difference between Maxism and China as a country that results to Socialism acquiring typical features of the underdeveloped countries (Dillon 63). At the outset, the basis on which Chinese Socialism was sprout is distinct from the matrix which gestates socialism as passed on by its founders. The forerunner of Chinese Socialism is a diffident semi-colonial and semi-feudal society as a substit ute of developed capitalistic society (Beck and Levine 428). Secondly, socialism formulated on the basis of a backward economy culture in the Chinese Society has to essentially go through a transition period from the incompetent to the competent. A competent socialism in this case may be thought to uphold a better and superior position than capitalism itself; in essence, it is a socialism that is assumed by Marx.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the development stage of the society, and in realizing a complete transition, it has to undergo a process from the incompetent to competent transition. This is an experience that takes a fairly long transition period, or in other words this is the primary stage (Chen 466). The third feature is that Socialism that emerges from a backward economy and culture will encounter a lot of difficulties and problems. In its development stage at the product ion point, Socialism has held up developed capitalistic countries inadequately. Due to this fact and also under the socialist background, China has an obligation to fulfill the responsibilities of industrialization, commercialization, socialization, and modernization, which other countries have been able to fulfill through capitalism and enhanced the well developed production power that socialism should have (Johnson et al. 141). Therefore, we can find out that socialism that evolves on the basis of backward economy and culture is very abnormal. It varies from socialism that is referred to by Marx and Engels at a reserve of a period of sound developed capitalism. The two persons emerge from different backgrounds, and they represent differences of quality or developmental level. They also present differences of quality between them. As an outcome of this, Chinese Socialism and socialism that is represented by the two are definitely not of the same level. In an economic pattern perspe ctive, socialism with Chinese Characteristic is a kind of socialism that combines public ownership and distinct economy. In a socialist development history, the ideology developed by setting up public ownership against the product economy has been in existence for a long period of time. However, the concept has resolved that sheer planned economy will hold back the development of the production power. Since establishing public ownership against the product economy may hold back the development of the production capability, after setting up the socialistic public ownership, it becomes uncertain the kind of economic system that ought to be built to speed up the development of the production capability (Wu and Zhao 311).Advertising We will write a custom essay sample on Socialist Market Economic System of China specifically for you for only $16.05 $11/page Learn More To efficiently deal with the historical question on socialism when in the process of pract icing of the transformation of China, the Chinese society emphasized on improvement of the road and distinguished market system. Undeniably, the most profound features of socialist market economy in China rest on its inclination on the dominance of public ownership and pre-eminence of the market economy. The practice, since its improvement has assured that merging public ownership and market economy and taking the socialist as a necessary alternative for discharge and development of productivity within China (Alesina 30).. Moreover, it also becomes an unavoidable choice that is meant to bring to realizing a gradual social equality to the Chinese society. However, the merging of the two aspects (public ownership and market economy) does not merely mean that there are no disagreements, not contradictions that coexist between the two. Most of the problems that are observed in the contemporary China are as the result of the conflicts between them. There is therefore a need to deal with the conflicts in a correct and proper manner. Since these aspects cannot be eliminated from either the social economy or the market economy, the chief principle that ought to be carried out in resolving the issues is to regulate those conflicts. The regulation that ought to be carried out should be initiated using two aspects: one of the aspects is that, China should harbor all the ways and means to adjust public ownership and enable it to be in alignment with the principle requirements of the market economy (Wu and Zhao 315). The other aspect is that China should be able to control the market economy and make it conform to the quintessence of public ownership. In other words, the two aspects should be compatible to each other, because if there are contradictions between the two, resolving the dispute should be to enhance equilibrium between the two. On the contrary, the two aspects should be left to effectively adapt, conform, and cooperate on a mutual basis (Walder 965). In a nut shell, the strong bond between socialism and capitalism is a pivotal aspect in the external relationship that socialist nations or societies face in development and construction.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More The only problem that is hard to avoid in the social construction is the handling and dealing with the capitalistic relationship. Considering that China has already paved an avenue for both socialism and capitalism, this has therefore become one of the distinct features of Socialism with Chinese characteristic (Alesina 35). The Extent to which China operates Capitalist System China is considered to operate on a socialist market economy system. In this regard, not many analysts or studies have explicitly focused on the capitalism aspect of China. The experienced dynamic and massive socio-economic changes characteristic in China have little been linked to any capitalist transition in this country. Explaining how much China is turning out to be a capitalist economy is based on how much the term capitalism is understood in this particular country. Capitalist economies are considered misnomer for the Chinese economy and political portfolio. This is because capitalist economies put much e ffort on the purposes of capital, over and above the ideology of institutions (Gamer 117). Production Capitalist economic system is considered to be a social system that by greater extent allows the minority to be the owners of the means of production. The disadvantage of this process is that the majority of the population may be left to suffer exploitative conditions. Fundamental aspects of the capitalist system is that market forces in the system are omnipotence and the private owned enterprises are important in addressing socio-economic problems in the economy. Private owners of the enterprises own the means of production in China as well (Gamer 129). In this regard, China is slowly turning to be a capitalist economy resulting from production processes. Conceptions of Change Transformation of China towards being a capitalist society has been partial and is consequently lacking depth in terms of analysis. However, dynamic transformations in the Chinese economy have been triggered by the aspect of capitalism. The current economic system in China is perceived as a stepping stone towards achievement of capitalism. Capitalism should be purely analytical in China to consider the system fully operational in the country (Dillon 242). Both the positive and negative attributes of the capitalistic system need to be put into consideration in the analysis of the system. This system though is not fully integrated into the operation ability of China’s economy, but it is slowly gaining momentum. Asian Capitalism Asian countries have consistently adopted capitalism into their economies and China is falling into the same path. This follows the fact that China’s neighbors are as well its business partners, and the need to operate uniform economies is essential to realize the full benefits of the trade relations. Considerably, Bailey argues that China is a big economy in the region and so are the variations between China and the rest of the region (601). Globaliz ation High growth and development experienced in China is constantly influencing integration of China into the world’s capitalist system. In this regard, globalization is integrating China into the global production networks. The need to be competitive enough in the entire world market has prompted China to react towards capitalism because leading world producers operate a capitalist form of economy. By greater length of operation, China is adopting capitalism into its system and is consequently converting from social market system (Dillon 257). Political Economy General advancement in China has been short of complete transition into capitalism. However, China’s progress into being a capitalist economy is consistent, but at the same time faces considerable challenges. Effects of uncertainty in the legislation and institutional factors have been felt in the domestic political economy of the country. This forces the private sector to act slowly on the realization and eff ectuation of the capitalist system in the economy of China. Even with this, the essence of capitalism in the country cannot be ignored because it is consistently taking root in the general operations of the country (Gamer, 295). The legislative uncertainty in the economy has been attributed to the slow pick of capitalism in China, and the concept of the economy to continue evolving is subject to the political economy of the country. Production based on capitalist activities is prevalent internationally, Chinese operations included. Capitalism is well stretched in this region, being evident from New York to Singapore. Large amounts of capital and heavy business operations that are accompanied by building of competitive institutions are the key drivers towards realization of a capitalist economy (Dillon 261). China is not left behind in this process and that is the reason why it is in a considerable pace taking a transition from socialism to capitalism over time. Basing this argument on historical events can further show that at some point, capitalist operations, and consequently as a means of an economic system originated in China. At a time regarded as the Republican era, production by the means of capitalist operations was evident in the country, especially in the Eastern Seaboard. Amass Capital in China Economic growth and development in China is not traced to follow any predetermined economic strategy at the height of its intense and broad changes. Induced reforms have been significant of the economic changes in China, giving it the upward movement realized in the series of changes characteristic of its economic system. Transition from social market system to capitalism has gradually been realized over time based on amass capital China. Fundamental reforms in the country were amid rising prices of agricultural products. To account for this challenge, the country introduced household responsibility system that in that period replaced the concept of high-cost agricultural products. Amass capital in China was as a result driven by the households. Farmers at that time sharply increased their saving propensity, thereby acting as catalysts to drive amass capital in the country. The households consequently invested in private enterprises, which were small-scale in nature. Private production constitutes a greater percentage of attaining capitalist economies. In this regard, the contribution of such enterprises in the Chinese economy cannot be ignored. This fact therefore shows that as much as China is considered to operate a socialist economy, the extent to which capitalist activities in the country are prevalent is worth noting. Considering that increase in the partiality to save resulted in increased savings, it is also important to consider that these deposits were taken into government-owned financial institutions, which consequently meant that the investment decisions were still at the authority of village governments and township govern ance. This may have consequently delayed the process of actualizing capitalism in China, but in real-time analysis, capitalist activities have seemingly taken over the socialism that saw the control of households’ deposits (Xie and Lei 34). Conclusion Capitalist system can be distinguished from the social system based on the series of events and activities that capitalist system involves. In a capitalist system, capital must be in a position to grow and expand in a consistent and a continuous investment process. Re-investment and further extraction of capital follows this system to exploit the full benefits that come with it. Dynamism of the capitalism depends on the need to observe and consequently extract wealth from the activities of the society in form of capital. For China, a transition better suits the economic system in the country because aspects of both capitalist and socialist systems are evident. Their magnitude however differs based on differences in the factors t hat influence each particular system. Works Cited Alesina, Rodrik. â€Å"Distribution, Political Conflict, and Economic Growth.† Political Economy, Growth and Business Cycles. Eds. Cukierman, A., Hercowitz, Z., and Leiderman, L. Cambridge: MIT Press, 1992: 23-50. Print. Bailey, Michael. â€Å"Accounting in Transition in the Transitional Economy.† The  European Accounting Review 4.4 (1995): 595-623. Print. Beck, Thurston, and Ross Levine. â€Å"Stock Markets, Banks, and Growth: Panel Evidence.† Journal of Banking and Finance 28 (2004): 423-442. Print. Chen, Zhiwu. â€Å"Capital Markets and Legal Development: The China Case. China.†Ã‚  Economic Review 14 (2003): 451-472. Print. Dillon, Mike. Contemporary China: An Introduction. California: Routledge, 2009. Print. Gamer, Robert. Understanding Contemporary China. Michigan: Lynne Rienner, 2008. Print. Johnson, Simon, Peter Boone, Alasdair Breach, and Eric Friedman. â€Å"Corporate Governance in the Asian Fi nancial Crisis 1997-98.† Journal of Financial  Economics 58 (2000): 141. Print. Walder, Andrew. â€Å"China’s Transitional Economy: Interpreting its Significance.† The  China Quarterly, 144 (Dec, 1995): 963-979, Print. Wu, Jinglian and Renwei Zhao. â€Å"The Dual Pricing System in China’s Industry.† Journal of Comparative Economics 11 (1987): 309-318. Print. Xie, Ping and Lu Lei. The Economics of Corruption in China’s Financial  Institutions: Behavior and Mechanism Design. Beijing: People’s Bank of China, 2003. This essay on Socialist Market Economic System of China was written and submitted by user Jadon House to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

woments rights essays

woments rights essays t was long ago when women were looked upon as slaves to the hard Working, man. In today's society women now are more respected and are acceptable for many jobs as men are. Yet, long before our time during World War II, women were thought many different things that they could only imagine. During the postwar, women were, then equipped with many different abilities colliding with their home chores and knowledge. Women then took their stand and many acts were passes in their favor. In this essay I shall be discussing the many different requirements women went through during World War II, their postwar abilities, and the discussion of what the men in the past had The war's demand, the war had made the proposition to the women to do the man's work (Leahy, pg.35). Women were encouraged to take these jobs for the first time in history. To some it was a shock but to many it was a divine privilege. By 1942 a poll showed that only 13% of Americans opposed women in the workforce (Leahy, pg.36). Many of them also became war nurses and helped many of the men recover. It would seem that women's interests in occupational equality were directly linked to the nation's state of distress. Many women were exceptionally well at making bombs and took the place of men. During the war women received many different opportunity and advancement in their lives. Even though there were many laws prohibiting women from working they still came through for our country (Walker, pg.2). For once women were looked at as producers and not reproducers. After the war the men had returned home and back steps began to take place with the women. In 1945, 3/4 of the women polled by the Women's Bureau of the Department of Labor wished to continue working which showed their interests in the skills they possessed. During this point much frustration ran through these women for th ...

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Barriers to Implementing E-learning System in Organizations

Barriers to Implementing E-learning System in Organizations 1.0 General introduction/background This chapter deals with general introduction and the background of the research area. It also contains the problem statement, objectives/purpose, research question, and the structure of the thesis. In todays world of globalization, knowledge and learning is considered most vital element for acquiring competitive advantage (Longworth and Davies, 1996). For gaining competitive advantage firms and institutions are becoming more knowledge intensive, therefore they concentrate on managing and sharing knowledge to gain significant advantage of this knowledge (Hertog and Sluijs, 1995).Traditional education style has remained consistent without any changes been made to the system. This has enabled a large number of creative thinkers to ponder other possible educational approaches that could benefit the system (Gà ¼nes, 2008). On the other hand, technology is necessary in order to conquer, but it also a necessity to remain in competition. All the sectors, whether it is primary, manufacturing or tertiary, all of them have been forced to accept technology to become innovative and efficient (Gà ¼nes, 2008). Technology has not only radically changed the ways and methods of our works but is now beginning to transform the education system (Webster and Murphy, 2008).With the use of internet technologies, firms and institutions have outstanding opportunities to deliver education and different training techniques through strategic use of internet technologies (Lee, 2006; Kaohsiung; Taiwan, 2006). The use of Internet technologies combined with suitable learning strategies assists to provide an open, flexible and dynamic learning environment. As a result many corporations, government agencies and academic institutions worldwide have increased the use of internet and educational technologies to deliver instructions and provide training. This innovative approach of delivering information and education is known as E-learning (Khan, 2008). E-learning can be simply defined as the way of learning which delivers its contents through World Wide Web (Gulatee and Combes, 2007). Sharifabadi defined e-lear ning as â€Å"the term used to describe teaching and learning resources or experiences that is, in some way, delivered electronically†. (Gulatee and Combes, 2007; Sharifabadi, 2006, p.391). E-learning is a way of interaction through electronic mediums, mainly computers, by using videos, photos, texts and sounds for different educational purposes (Gulatee and Combes, 2007). E-learning system creates a learning opportunity for the convenience of those who dont have the opportunity to be physically available due to various reasons (Gulatee and Combes, 2007; Werry, 2002). Hence, during the late 1990s and early 2000 many virtual universities were established and more universities were offering online courses, but mixed results of the e learning systems were encountered (Gulatee and Combes, 2007). Different researches have pointed out many barriers in e learnings implementation, which lead to its failure. For example technological infrastructure, course content quality, finance support, learners computing skills, staff training, management support and organizations culture resistance (Romiszowski, 2003, Childs et al, 2005, Muilenburg and Berge, 2005). Organizations cultural resistance is considered as the most influential barrier in e learnings implementation process. The cultures resistance or resistance from the potential users negatively affects the implementation process. Unwillingness of the employees can create major problems for the managers and can lead to the system failure (Shields and Young, 1989, p. 22). Employees resistance and avoiding of the use of required procedures and rules could lead the system to failure even if it has been developed perfectly and is ready to use (Malmi, 1997, p. 475). In this instant the managers cannot gain full benefits of the new system unless they can create a change in the employees attitude (Yates, 1997, p. 164). Cultural differences among peers could create many problems in implementation of e learning system. Therefore, if the cultural issues are overlooked during implementation, their ignorance could act as a vital barrier in e learnings success. (AL-Hunaiyyan et al, 2008; Gujar and Sonone, 2004) 1.1 Problem statement There are different articles and books available in the market which mention about the usefulness and advantages of E learning. Web-based learning is a new medium of information technology; researchers have mentioned many different factors which act as barriers towards implementing E-learning system (Ngai et al., 2007). There are different factors cited by various authors which exist in their research papers that can help us to identify critical barriers. In addition, we are interested in finding out, to which extent an organization is dependent on the role of its culture, and how culture can lead to success or failure of the E-learning system. It should be noted that culture has a great impact in organizations and are important when decision making is involved in IT management. In this regard, an organization is said to be confronted with stiff resistance, consequently making IT management a difficult task (Childs et al, 2005). To overcome the barriers for implementing E learning, a n organization should try and manage these barriers accordingly because they are critical to any organizations general business model and can equally affect the organizations decision making process. 1.2 Research question What are the critical barriers of implementing e-learning system and what is the role of organizational culture in successful implementation of E-learning system? 1.3 Objectives and Purpose of the Research The purpose of this research is to describe and analyze the critical factors which may affect the implementation of e-learning system. Investigating the barriers of implementing e-learning system would help to lower down the barriers in future implementation. Moreover by examining the cultural influence of an organization towards e-learning systems implementation process, it will be easier to identify a complete outline for organizations to implement E Learning system and to make the system work efficiently and successfully. 1.4 Thesis design The structure of the thesis is principally focused on six chapters which include Chapter 1: Introduction/Background The Introduction gives brief overview of the research topic, including the purpose and objectives, problems and research question. Chapter 2: Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. Chapter 3: Framework of reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E learning systems implementation processes cited by different authors. Chapter 4: Findings This chapter provides frequencies of different barriers for implementing E learning system described by different authors. Chapter 5 Analysis This chapter will describe the analysis based on the findings. Chapter 6: Conclusions This section finally concludes the lessons drawn from the findings 2.0 Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. 2.1 Choice of Topic Fisher (2007, p.31-33) suggested that authors should choose research area according to their interests, so they remain motivated and committed to complete the project. The authors belong to Pakistan, where E-learning system is not much in practiced in organizations. While, e learning system is already in use in Sweden, we found that E-learning system is a proficient tool in learning process. Therefore, it was quite intriguing for us to explore this topic. In addition, we were interested in finding out the barriers for implementation of E-learning system and to investigate the role of organizations culture for successful implementation of E-learning system. Fisher (2007, p.31-33) urges that chosen topic should be accessible and it is necessary to make sure that quite literature is available for making detail analysis. We are certain that our topic is enough interesting, significant and demanding for all researchers, businesses managers and Information Technology Management students. 2.2 Research Process There are various methodological approaches to carry out research i.e. Realist research, exploratory research, critical realism, standpoint research, action research and phenomenology etc, Fisher (2007, p.15). In addition, Fisher (2007, p.153-155) mentioned two kinds of discoveries e.g. Explorers and Surveyors. A kind of research where an open approach is used with conceptual framework but the authors are not sure about outcomes and results of the work they do, is called exploratory research. On the other hand surveyors discovery approach is pre-structured where surveyors are already inform of the results and out come of their work. According to these concepts our research is exploratory as we are dependent on secondary data. 2.3 Data Collection and source Fisher (2007, p. 45) states that data could be collected from existing databases, through questionnaires, conducting fieldwork or performing case studies as it depends on the kind of research. In this research entire data has been collected from available databases as the research is entirely based on secondary data collection method. Secondary source has been used in this research. The data was extracted from articles, books and websites, magazines, journals and articles with focus on critical barriers to e learning implementation. Fisher stated that (2007, P.158-161) data could be qualitative or quantitative depending on the method of research study. A quantitative approach has been used here in this research. No statistics has been used in this research and as all research has been analyzed by words not figures. 2.4 Access of information Secondary data has extracted from different sources. The required literature has been acquired by searching Mà ¤lardalen Universitys library. Furthermore, we have used online library (ebrary) as well as other librarys database such as Elin, Emerald, Eric and EBSCO for articles and journals, which have helped us to answer our research query. Going through a wide-ranging literature review, twenty five articles were identified that give answer to the research question from distinct angles. To identify the barriers to Implementation of E-learning system, keyword search criteria based on title contained; Ø Barriers of E learning system implementation, Ø Implications of E learning system in organizations, Ø Implementation of E learning system in large organization, Ø Challenges of E learning Implementation, Ø Limitations of E learning System, To describe and analyze the role of organizations culture for successful implementation of E-learning system in organization, keyword search criteria contained; Ø Cultural issues of E leaning system, Ø Cultural Influence on online Learning, Ø Cultural influence on student learning, Ø Analyzing cultural Influences on E learning Transactional Issue, Ø Cultural difference and influence on E learning, Ø Social and cultural impact on e learning Effectiveness, Ø A cultural Analysis of relearning for developed and developing countries, Ø Cross and Multicultural issues for e learning success, Ø Influence of organizational cultural in E learning, Ø Organizational resistance towards implementing E learning system. 2.5 Data Analysis According to Miles and Huberman (1994) the data analysis consists of three parallel flows of activity: (1) Data reduction, (2) Data display, and (3) Conclusion drawing/verification† (p. 10). Furthermore they suggested that data analysis components could be successfully integrated during data analysis, as it is an iterative and continuous process (Miles and Huberman 1994). They have stated three components of activities that describe analysis which are; First is ‘data reduction that is focused on selection, simplification and transformation of data (Miles and Huberman 1994). This process is applied in qualitative data. The objective of this is data is to help drawing final conclusion and verification. In this study data is taken from the studies where authors cited barriers to implement E-learning with focus on cultural resistance in an organization. Second is ‘data display i.e. data reduced in data reduction needs to be organized that help to draw conclusion easily. In table mentioned below, different factors related to critical barriers to implementation of E-learning system and the role of organizations culture is given below along with the frequency of each factor. Third is the conclusion based on drawing/verifying; describes the possible explanations, causal flows and propositions to be made. Therefore based on the findings and discussed analysis, conclusions would be drawn to signify the influential role of organizations culture towards the implementation process The above model is used for the analysis of this research. Moreover, this analysis emphasizes more on comparing various authors view on to analyze and describe the critical barriers and role of culture to employ E-learning system in organizations. 2.6 Validity and Reliability Validity is defined as â€Å"the degree which researchers have measured what they have set out to measure† (Kumar, 2005) whereas reliability means â€Å"the extent to which another researcher can reach the same conclusion by following the same research process† (Taylor et al., 2006). Several articles have been used to identify the barriers of implementing E learning system and to analyze the role of organizational culture. Besides, frequencies of more influential barriers have been generated to validate the barriers and cultural role in implementation process. 2.7 Method Critique Due to the limitation of time, a limited number of articles have been used to formulate the frequency to identify the critical barriers. It could be better to use more articles to strengthen our research as a number of studies have already been done in this area. However this study will describe and analyze the critical barriers for the implementation of E-learning system related literature and to gain a theoretical background. It was also discovered during analysis of this study that most of the authors mentioned the critical factors with mere repetition with diverse definitions. 3.0 Framework of Reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E-learning systems implementation processes cited by different authors. 3.1 E-learning 3.1.1 What is E-learning? E-learning can be defined as learning and communication exercises across computers and networks or electronic sources. (Wong, 2007 ; Schank, 2002; Roffe, 2002 Tsai Machado, 2002; Sambrook, 2003; Fry; Wild, Grggs and Downing, 2002) have defined E-learning as â€Å"delivery of training and education via networked interactivity and distribution technologies.†According to Khan (2008), the word e-learning is used for an open, flexible, and diversed-learning environment. â€Å"E-learning can be viewed as an innovative approach for delivering well designed, learner-centered, interactive, and facilitated learning environment to anyone, anyplace, anytime by utilizing the attributes and resources of various digital technologies along with other forms of learning materials suited for open, flexible, and distributed learning environment† (Khan, 2008). In e-learning system Students are able to interact anytime from anywhere with different instructional material (text, sound, pictures, video and so on) through Internet. Furthermore, learners can even communicate with teachers and classmates both individually and as a group discussion with the use of message boards, instant message exchanges and video conferencing. (Al-Ammari and Hamad (2008); Andersson, 2009; Zhang and Zhou, 2003). (Lee, 2006) Therefore, E-learning has been defined variously, learning system using different carrying technologies and techniques like Computer Based Training (CBT), Internet-based training (IBT), Web-based instruction (WBI), distributed learning (DL), advanced distributed learning (ADL), distance learning, online learning (OL), mobile learning (or m-learning) or remote learning and learning management systems (LMS) (Khan, 2008). For managing learning environment like, registration of learners, scheduling learning resources, controlling and guidance of learning processes and analyzing learners performance are all accomplish in Learning Management System (LMS) (Gulatee and Combes, 2007; Brown, 2006). In 1970s and 1980s distance learning started becoming popular and sued to conduct through postal mail but in 1990s the rise of World Wide Web changed the nature distance learning. With the use of this technology learners can get a number of resources from their teachers like discussion forums, multimedia, chat, video conferencing and electronic black boards. These changes which have been brought in distance education are an attempt to provide easier access to students who live very far from universities, who are working or have other reasons for not being able to attend in person. In the US ‘in the academic year 2001-2, five million people took at least one course online, and three million were enrolled in online degree programs (Gulatee and Combes, 2007; Kazmer Haythornthwaite, 2005, p.7). It can be seen in these figures that distance education online has become a popular alternative to face-to-face instruction. 3.2 Implementation of E-learning One of the following three approaches is necessary for the implementation of the e-learning system: To strengthen the traditional face-to-face courses with support of new communication technology, enhancement of learning experience with in traditional courses by integration of online activities and delivery of entirely online courses. In this implementation the readiness of some influential factors like budgeting, infrastructure planning, human resource development (experience, skills, knowledge and attitude of the end users) are most common. Uhomoibhi (2006) stated that E-learning initiators, institutions must use and prepare strategies for adoption, diffusion and implementation. For a successful implementation of online environment where learners can actively learn and get support from well-organized approach is mandatory. Processes of planning, designing, development and evaluation are all parts of a successful implementation that could help to lower down the barriers of implementation. An e-learning system can only be successful if it is significant to all stakeholders e.g. instructors, learners; support services staff and the institutions itself. In order for learners to become quickly accustomed to E-learning, it must be made sure that it is easily accessible, efficient, well designed course, affordable, and has a facilitated learning environment. Instructors must feel a sense of accomplishment when learners meet the goals and objectives of the course in a successful way. Technical support staff should feel happy when learners receive reliable services without interruptions. One of the most important factors for institutions is the profit they earn as well as the satisfaction of the learner and a low rate of dropouts (Khan, 2005). A strong foundation is required in order to have an effective implementation of E learning. Aligning and communication are two important factors in implementation of e learning system. It is necessary to make sure the communication is in order. Involvement of key stakeholders at the decision making stage or any other early process is very important. Communication is also important for those who are directly responsible for the implementation; and professionals also suggest a horizontal leadership style so that everyone is responsible for their actions. This includes individuals who are critical to the implementations success which include line, functional and divisional leaders. There should be consistent scheduled meetings with these individuals to discuss the newly arising issues in the project to come up with a solution. Most of the pitfalls of e-learning are tied to technological issues so it is important to involve IT leadership throughout the project to mitigate the problems in implementation process. Creation of helpdesk for reporting of IT related issues is more important. While selecting the vendors it is important to make sure that the vendors have an outstanding and proven record. Strong communication and feedback from vendors is a necessary step for a successful implementation. 3.3 An overview of the critical issues in E-learning implementation Worldwide, E-learning arises as a new paradigm of advance education with a growing rate of 36.5% in the market, but still failures exist. As many companies are moving very fast to the adoption of e-learning in order to reap its benefits but they are facing significant barriers in its implementation and adoption, which leads them to implementation failure. (http://www.citeulike.org/user/jdellano/article/5315881) (Simmons, 2002, p.19). (Mungania, 2003) Hence, to mitigate this failure we have to investigate key factors that encompass different dimensions of an open, flexible and advanced distributed learning environment for diverse learners (Khan, 2005). Literature has mentioned a wide range of factors that can influence the successful implementation of e-learning e.g. some talks about pedagogical issues, faculty issues and organizational issues while some may have discussed about personal issues, cultural issues and some other issues. A broad range of factors that can influence the success of e-learning environments has been mentioned in the literature. However, there is no organized work to characterize collective group of most influential issues or factors, which could be seen as barriers. (Successful wala article) Distinct authors consider different barriers as most influential in implementation of e-learning.Wong (2007) has categorized e-learning limitations in three main areas; technological limitations, personal issues and other limitations. The lack of hardware, limited Internet coverage and low bandwidth are all consider as technological barriers in implementation of e learning. (Wong, 2007 ; Kathawala, Abdou, Elmulti, 2002; Hiltz, 1997). (Chadha Kumail, 2002, p.28).Roy (1996, p.9) // where u use this reference Personal issues are mostly related to learners and teachers. Teachers should give a complete guidance to the learners about this new and non-traditional system to prepare new learners psychologically (Wong, 2007 ; Kember et al., 2001; Dearnley, 2003). For learners the use of new technologies could be a disadvantage or barrier in e learning. So the lack information, communication and technological skills might be barriers to e- learning because learners could get frustrated from this unconventional learning environment.(Wong, 2007 ; Carr, 1999; Hamid, 2002; Angelina, 2002a, p.12) The freedom provided by E-learning could be a disadvantage for the learners as internal motivation and self discipline is required at its maximum which learners may find hard to achieve in order to complete their studies or assignments in time. As (Wong, 2007 ; Kearsley, 2000) Schott et al., 2003; Rivera and Rice, 2002; Abouchedid and Eid, 2004). In e-learning environment students are usually supposed to communicate in a text based environment so learners poor writing  ¨skills might be a disadvantage in e learning. Therefore, the inability of communicating efficiently of learners could create misunderstandings (Wong, 2007; Smith Rupp, 2004). Others limitations: e-learning provides 247 access. This infinite work might be a disadvantage for learners and particularly for teachers. This unlimited work could over stress teachers, resulting in a low quality services from instructors.(Abdou Elmulti, 2002;. Dringus, 2003; Newton, 2003; Kathawala, Schifter, 2004). Poor course design could appear a major barrier in implementation of e learning as it could frustrate the learners and teachers. (Young Bal, 2003; Smulders, 2003; Howell, Williams Lindsay 2003; Gordon, Young Bal, 2003; Svensson, 2004; Ivergard Hunt, 2005;). Cronje (2009) sees some influential barriers such as student barriers are related to lack of financial support from their families and cooperation among peers and from teachers (Cronje, 2009; Galusha, 1997). Faculty barriers the lack of funds is the most important one. Institutes attitude towards the lecturers that some time seems less prominent among their peers is considered another important barrier in successful e learning (Cronje, 2009; Galusha, 1997). Organizational barriers poor funding for three major costs areas are considered more crucial barriers e.g. Initial costs of the implementation process, maintenance and up gradation. Course barriers course design is regarded as most important one. Poor course design is one of reasons of inferiority of Distance learning. Conversion of teaching context in to electronic shape could not add any value to e learning (Cronje, 2009; Galusha, 1997) Boondao et al (2008) mentioned, â€Å"It is not possible, in the view of some scholars, to create a model of the good teacher without taking issues of culture and context into account†. The influence of culture cannot be ignored in successful implementation of e learning. Considering learners from different culture e.g. east and west, learners from both cultures have particular approaches and styles of learning. Therefore, lack of consideration of cultural issues during designing could prove as a barrier in successful implementation of e learning (Boondao et al, 2008). 3.4 Discussing the different critical barriers 3.4.1 A Framework for E-Learning These days an escalating amount of companies are implementing E-learning System (Mungania, 2003).. But as these companies try to take advantages of E-learning to gain strategic and competitive advantages in absolute urgency, there are significant number barriers to the implementation of E-learning come across to halt them (Simmons, 2002, p.19 and Mungania, (2003). As E-learning barriers are diverse and may include as personal, organizational, situational, instructional, and technological barriers. (Mungania, 2003) Moreover khans E- learning framework provides details on critical issues which may come cross E learning implementation process. Khans E-learning framework composed of eight dimensions: institutional, management, technological, pedagogical, ethical, interface design, resource support, and evaluation. 3.1 Institutional Issues Institutions need to build a complete plan for the successful implantation of E learning system (Khan 2005, p.23).Moreover Childs et al (2005) stated that institution should focus on cultural aspects for the implementation process of E learning system which have a significant effect upon the success of E learning process (Cronje,2009). E-learning needs to be integrated to all departments of the institution therefore a strong comment needed from the institution and the trainers Childs et al (2005). Moreover, E-learning implementation plan must be fully aligned with the institutions missions and strategic plans (Galusha , 1997; Belanger and Jordan, 2000). Therefore e-learning implementation process is paradigm shift for the institution as a whole which includes learners, instructors, administrators, technical and other support services staff (Romiszowski, 2004). To support institutions in strategic planning, change management and process development that are necessary to highlight their embedding process and issues which may occur in their organization (Childs et al (2005) and Khan 2005,p.23). Khan has divided institution issue into three parts administrative affairs, Academic affairs and Student services (Khan 2005,p. 24 ). Administrative affairs which includes organization and change (implementation of E learning system), budgeting and ROI , course information catalog, financial aid, course schedule, tuition and fees, registration and payment, information technology services, instructional design, whereas Academic affairs issues such as policies, instructional quality, faculty and staff support, intellectual property rights and so on (Khan 2005,p. 24 ). Moreover Student services deals with student support services for e-learning effectiveness. Some of the institutional related issues are mentioned below: Needs Assessment Needs analysis will assist institutions to examine the needs for their e-learning plan and establish its e-learning goals. (Khan 2005,p. 24 , Sue Childs et al.2005) Readiness Assessment Readiness Assessment critical factors should be considered are e-learning must be Open, flexible and distributed. There are three basic types of readiness: Financial Readiness which defines whether its e-learning initiative investment importance, Infrastructural readiness readiness which includes human resource readiness, equipment readiness, and technological skill readiness and cultural which are preferences of Learners instructors and the existing learning culture (Khan 2005, p.25). Organizational change E-learning engages a change of model to some level, a change in how you deal with knowledge and its information in organization (Khan 2005, p. 26 and Sue Childs et al.2005). Budgeting and return on investment Institutions should do costing before, during, and after the implementation of e-learning so that they are able to analyze return on investment and benefits of e Learning (Romiszowski, 2004 and Khan 2005, p.28-29). Program and course information catalog Institution should provide precise information about their courses, schedule and fees etc (Mungania 2003, Khan 2005, p.30). Financial Aid Financial aid services should be provided to support learners by using technological and human support services (Khan 2005, p.32). Policies Institutional e-learning policies must be communicated to all groups including instructors, learners, and support staff (Khan 2005, p. 35). Instructional Quality Instructional quality in e-learning creates meaningful learning environment (Khan 2005,p. 35, Muilenburg and Berge (2005), Gulatee and Combes (2007), Lum (2006), Park and Choi (2009). Faculty and Staff support For effective e learning instructor, faculty members as well as supporting staff should receive proper training to support the learners (Khan 2005, p.41). Intellectual property rights Institutions must give information to the learners, as well instructors about intellectual property rights (Khan 2005, p. 39). Learning Skills Development Well-designed learners guide can help those learners, supporting staff how have no experience with open, distributed and flexible learning environment which includes Library, Tutorial Services, and Support Network (Khan 2005, p. 39); ), Wong (2007). 3.2Management issues (Magalhaes, 2008) stated that lack of management support is number one barriers towards successful implementation of E learning system in institution. Management issues of e-learning in organization ref Barriers to Implementing E-learning System in Organizations Barriers to Implementing E-learning System in Organizations 1.0 General introduction/background This chapter deals with general introduction and the background of the research area. It also contains the problem statement, objectives/purpose, research question, and the structure of the thesis. In todays world of globalization, knowledge and learning is considered most vital element for acquiring competitive advantage (Longworth and Davies, 1996). For gaining competitive advantage firms and institutions are becoming more knowledge intensive, therefore they concentrate on managing and sharing knowledge to gain significant advantage of this knowledge (Hertog and Sluijs, 1995).Traditional education style has remained consistent without any changes been made to the system. This has enabled a large number of creative thinkers to ponder other possible educational approaches that could benefit the system (Gà ¼nes, 2008). On the other hand, technology is necessary in order to conquer, but it also a necessity to remain in competition. All the sectors, whether it is primary, manufacturing or tertiary, all of them have been forced to accept technology to become innovative and efficient (Gà ¼nes, 2008). Technology has not only radically changed the ways and methods of our works but is now beginning to transform the education system (Webster and Murphy, 2008).With the use of internet technologies, firms and institutions have outstanding opportunities to deliver education and different training techniques through strategic use of internet technologies (Lee, 2006; Kaohsiung; Taiwan, 2006). The use of Internet technologies combined with suitable learning strategies assists to provide an open, flexible and dynamic learning environment. As a result many corporations, government agencies and academic institutions worldwide have increased the use of internet and educational technologies to deliver instructions and provide training. This innovative approach of delivering information and education is known as E-learning (Khan, 2008). E-learning can be simply defined as the way of learning which delivers its contents through World Wide Web (Gulatee and Combes, 2007). Sharifabadi defined e-lear ning as â€Å"the term used to describe teaching and learning resources or experiences that is, in some way, delivered electronically†. (Gulatee and Combes, 2007; Sharifabadi, 2006, p.391). E-learning is a way of interaction through electronic mediums, mainly computers, by using videos, photos, texts and sounds for different educational purposes (Gulatee and Combes, 2007). E-learning system creates a learning opportunity for the convenience of those who dont have the opportunity to be physically available due to various reasons (Gulatee and Combes, 2007; Werry, 2002). Hence, during the late 1990s and early 2000 many virtual universities were established and more universities were offering online courses, but mixed results of the e learning systems were encountered (Gulatee and Combes, 2007). Different researches have pointed out many barriers in e learnings implementation, which lead to its failure. For example technological infrastructure, course content quality, finance support, learners computing skills, staff training, management support and organizations culture resistance (Romiszowski, 2003, Childs et al, 2005, Muilenburg and Berge, 2005). Organizations cultural resistance is considered as the most influential barrier in e learnings implementation process. The cultures resistance or resistance from the potential users negatively affects the implementation process. Unwillingness of the employees can create major problems for the managers and can lead to the system failure (Shields and Young, 1989, p. 22). Employees resistance and avoiding of the use of required procedures and rules could lead the system to failure even if it has been developed perfectly and is ready to use (Malmi, 1997, p. 475). In this instant the managers cannot gain full benefits of the new system unless they can create a change in the employees attitude (Yates, 1997, p. 164). Cultural differences among peers could create many problems in implementation of e learning system. Therefore, if the cultural issues are overlooked during implementation, their ignorance could act as a vital barrier in e learnings success. (AL-Hunaiyyan et al, 2008; Gujar and Sonone, 2004) 1.1 Problem statement There are different articles and books available in the market which mention about the usefulness and advantages of E learning. Web-based learning is a new medium of information technology; researchers have mentioned many different factors which act as barriers towards implementing E-learning system (Ngai et al., 2007). There are different factors cited by various authors which exist in their research papers that can help us to identify critical barriers. In addition, we are interested in finding out, to which extent an organization is dependent on the role of its culture, and how culture can lead to success or failure of the E-learning system. It should be noted that culture has a great impact in organizations and are important when decision making is involved in IT management. In this regard, an organization is said to be confronted with stiff resistance, consequently making IT management a difficult task (Childs et al, 2005). To overcome the barriers for implementing E learning, a n organization should try and manage these barriers accordingly because they are critical to any organizations general business model and can equally affect the organizations decision making process. 1.2 Research question What are the critical barriers of implementing e-learning system and what is the role of organizational culture in successful implementation of E-learning system? 1.3 Objectives and Purpose of the Research The purpose of this research is to describe and analyze the critical factors which may affect the implementation of e-learning system. Investigating the barriers of implementing e-learning system would help to lower down the barriers in future implementation. Moreover by examining the cultural influence of an organization towards e-learning systems implementation process, it will be easier to identify a complete outline for organizations to implement E Learning system and to make the system work efficiently and successfully. 1.4 Thesis design The structure of the thesis is principally focused on six chapters which include Chapter 1: Introduction/Background The Introduction gives brief overview of the research topic, including the purpose and objectives, problems and research question. Chapter 2: Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. Chapter 3: Framework of reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E learning systems implementation processes cited by different authors. Chapter 4: Findings This chapter provides frequencies of different barriers for implementing E learning system described by different authors. Chapter 5 Analysis This chapter will describe the analysis based on the findings. Chapter 6: Conclusions This section finally concludes the lessons drawn from the findings 2.0 Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. 2.1 Choice of Topic Fisher (2007, p.31-33) suggested that authors should choose research area according to their interests, so they remain motivated and committed to complete the project. The authors belong to Pakistan, where E-learning system is not much in practiced in organizations. While, e learning system is already in use in Sweden, we found that E-learning system is a proficient tool in learning process. Therefore, it was quite intriguing for us to explore this topic. In addition, we were interested in finding out the barriers for implementation of E-learning system and to investigate the role of organizations culture for successful implementation of E-learning system. Fisher (2007, p.31-33) urges that chosen topic should be accessible and it is necessary to make sure that quite literature is available for making detail analysis. We are certain that our topic is enough interesting, significant and demanding for all researchers, businesses managers and Information Technology Management students. 2.2 Research Process There are various methodological approaches to carry out research i.e. Realist research, exploratory research, critical realism, standpoint research, action research and phenomenology etc, Fisher (2007, p.15). In addition, Fisher (2007, p.153-155) mentioned two kinds of discoveries e.g. Explorers and Surveyors. A kind of research where an open approach is used with conceptual framework but the authors are not sure about outcomes and results of the work they do, is called exploratory research. On the other hand surveyors discovery approach is pre-structured where surveyors are already inform of the results and out come of their work. According to these concepts our research is exploratory as we are dependent on secondary data. 2.3 Data Collection and source Fisher (2007, p. 45) states that data could be collected from existing databases, through questionnaires, conducting fieldwork or performing case studies as it depends on the kind of research. In this research entire data has been collected from available databases as the research is entirely based on secondary data collection method. Secondary source has been used in this research. The data was extracted from articles, books and websites, magazines, journals and articles with focus on critical barriers to e learning implementation. Fisher stated that (2007, P.158-161) data could be qualitative or quantitative depending on the method of research study. A quantitative approach has been used here in this research. No statistics has been used in this research and as all research has been analyzed by words not figures. 2.4 Access of information Secondary data has extracted from different sources. The required literature has been acquired by searching Mà ¤lardalen Universitys library. Furthermore, we have used online library (ebrary) as well as other librarys database such as Elin, Emerald, Eric and EBSCO for articles and journals, which have helped us to answer our research query. Going through a wide-ranging literature review, twenty five articles were identified that give answer to the research question from distinct angles. To identify the barriers to Implementation of E-learning system, keyword search criteria based on title contained; Ø Barriers of E learning system implementation, Ø Implications of E learning system in organizations, Ø Implementation of E learning system in large organization, Ø Challenges of E learning Implementation, Ø Limitations of E learning System, To describe and analyze the role of organizations culture for successful implementation of E-learning system in organization, keyword search criteria contained; Ø Cultural issues of E leaning system, Ø Cultural Influence on online Learning, Ø Cultural influence on student learning, Ø Analyzing cultural Influences on E learning Transactional Issue, Ø Cultural difference and influence on E learning, Ø Social and cultural impact on e learning Effectiveness, Ø A cultural Analysis of relearning for developed and developing countries, Ø Cross and Multicultural issues for e learning success, Ø Influence of organizational cultural in E learning, Ø Organizational resistance towards implementing E learning system. 2.5 Data Analysis According to Miles and Huberman (1994) the data analysis consists of three parallel flows of activity: (1) Data reduction, (2) Data display, and (3) Conclusion drawing/verification† (p. 10). Furthermore they suggested that data analysis components could be successfully integrated during data analysis, as it is an iterative and continuous process (Miles and Huberman 1994). They have stated three components of activities that describe analysis which are; First is ‘data reduction that is focused on selection, simplification and transformation of data (Miles and Huberman 1994). This process is applied in qualitative data. The objective of this is data is to help drawing final conclusion and verification. In this study data is taken from the studies where authors cited barriers to implement E-learning with focus on cultural resistance in an organization. Second is ‘data display i.e. data reduced in data reduction needs to be organized that help to draw conclusion easily. In table mentioned below, different factors related to critical barriers to implementation of E-learning system and the role of organizations culture is given below along with the frequency of each factor. Third is the conclusion based on drawing/verifying; describes the possible explanations, causal flows and propositions to be made. Therefore based on the findings and discussed analysis, conclusions would be drawn to signify the influential role of organizations culture towards the implementation process The above model is used for the analysis of this research. Moreover, this analysis emphasizes more on comparing various authors view on to analyze and describe the critical barriers and role of culture to employ E-learning system in organizations. 2.6 Validity and Reliability Validity is defined as â€Å"the degree which researchers have measured what they have set out to measure† (Kumar, 2005) whereas reliability means â€Å"the extent to which another researcher can reach the same conclusion by following the same research process† (Taylor et al., 2006). Several articles have been used to identify the barriers of implementing E learning system and to analyze the role of organizational culture. Besides, frequencies of more influential barriers have been generated to validate the barriers and cultural role in implementation process. 2.7 Method Critique Due to the limitation of time, a limited number of articles have been used to formulate the frequency to identify the critical barriers. It could be better to use more articles to strengthen our research as a number of studies have already been done in this area. However this study will describe and analyze the critical barriers for the implementation of E-learning system related literature and to gain a theoretical background. It was also discovered during analysis of this study that most of the authors mentioned the critical factors with mere repetition with diverse definitions. 3.0 Framework of Reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E-learning systems implementation processes cited by different authors. 3.1 E-learning 3.1.1 What is E-learning? E-learning can be defined as learning and communication exercises across computers and networks or electronic sources. (Wong, 2007 ; Schank, 2002; Roffe, 2002 Tsai Machado, 2002; Sambrook, 2003; Fry; Wild, Grggs and Downing, 2002) have defined E-learning as â€Å"delivery of training and education via networked interactivity and distribution technologies.†According to Khan (2008), the word e-learning is used for an open, flexible, and diversed-learning environment. â€Å"E-learning can be viewed as an innovative approach for delivering well designed, learner-centered, interactive, and facilitated learning environment to anyone, anyplace, anytime by utilizing the attributes and resources of various digital technologies along with other forms of learning materials suited for open, flexible, and distributed learning environment† (Khan, 2008). In e-learning system Students are able to interact anytime from anywhere with different instructional material (text, sound, pictures, video and so on) through Internet. Furthermore, learners can even communicate with teachers and classmates both individually and as a group discussion with the use of message boards, instant message exchanges and video conferencing. (Al-Ammari and Hamad (2008); Andersson, 2009; Zhang and Zhou, 2003). (Lee, 2006) Therefore, E-learning has been defined variously, learning system using different carrying technologies and techniques like Computer Based Training (CBT), Internet-based training (IBT), Web-based instruction (WBI), distributed learning (DL), advanced distributed learning (ADL), distance learning, online learning (OL), mobile learning (or m-learning) or remote learning and learning management systems (LMS) (Khan, 2008). For managing learning environment like, registration of learners, scheduling learning resources, controlling and guidance of learning processes and analyzing learners performance are all accomplish in Learning Management System (LMS) (Gulatee and Combes, 2007; Brown, 2006). In 1970s and 1980s distance learning started becoming popular and sued to conduct through postal mail but in 1990s the rise of World Wide Web changed the nature distance learning. With the use of this technology learners can get a number of resources from their teachers like discussion forums, multimedia, chat, video conferencing and electronic black boards. These changes which have been brought in distance education are an attempt to provide easier access to students who live very far from universities, who are working or have other reasons for not being able to attend in person. In the US ‘in the academic year 2001-2, five million people took at least one course online, and three million were enrolled in online degree programs (Gulatee and Combes, 2007; Kazmer Haythornthwaite, 2005, p.7). It can be seen in these figures that distance education online has become a popular alternative to face-to-face instruction. 3.2 Implementation of E-learning One of the following three approaches is necessary for the implementation of the e-learning system: To strengthen the traditional face-to-face courses with support of new communication technology, enhancement of learning experience with in traditional courses by integration of online activities and delivery of entirely online courses. In this implementation the readiness of some influential factors like budgeting, infrastructure planning, human resource development (experience, skills, knowledge and attitude of the end users) are most common. Uhomoibhi (2006) stated that E-learning initiators, institutions must use and prepare strategies for adoption, diffusion and implementation. For a successful implementation of online environment where learners can actively learn and get support from well-organized approach is mandatory. Processes of planning, designing, development and evaluation are all parts of a successful implementation that could help to lower down the barriers of implementation. An e-learning system can only be successful if it is significant to all stakeholders e.g. instructors, learners; support services staff and the institutions itself. In order for learners to become quickly accustomed to E-learning, it must be made sure that it is easily accessible, efficient, well designed course, affordable, and has a facilitated learning environment. Instructors must feel a sense of accomplishment when learners meet the goals and objectives of the course in a successful way. Technical support staff should feel happy when learners receive reliable services without interruptions. One of the most important factors for institutions is the profit they earn as well as the satisfaction of the learner and a low rate of dropouts (Khan, 2005). A strong foundation is required in order to have an effective implementation of E learning. Aligning and communication are two important factors in implementation of e learning system. It is necessary to make sure the communication is in order. Involvement of key stakeholders at the decision making stage or any other early process is very important. Communication is also important for those who are directly responsible for the implementation; and professionals also suggest a horizontal leadership style so that everyone is responsible for their actions. This includes individuals who are critical to the implementations success which include line, functional and divisional leaders. There should be consistent scheduled meetings with these individuals to discuss the newly arising issues in the project to come up with a solution. Most of the pitfalls of e-learning are tied to technological issues so it is important to involve IT leadership throughout the project to mitigate the problems in implementation process. Creation of helpdesk for reporting of IT related issues is more important. While selecting the vendors it is important to make sure that the vendors have an outstanding and proven record. Strong communication and feedback from vendors is a necessary step for a successful implementation. 3.3 An overview of the critical issues in E-learning implementation Worldwide, E-learning arises as a new paradigm of advance education with a growing rate of 36.5% in the market, but still failures exist. As many companies are moving very fast to the adoption of e-learning in order to reap its benefits but they are facing significant barriers in its implementation and adoption, which leads them to implementation failure. (http://www.citeulike.org/user/jdellano/article/5315881) (Simmons, 2002, p.19). (Mungania, 2003) Hence, to mitigate this failure we have to investigate key factors that encompass different dimensions of an open, flexible and advanced distributed learning environment for diverse learners (Khan, 2005). Literature has mentioned a wide range of factors that can influence the successful implementation of e-learning e.g. some talks about pedagogical issues, faculty issues and organizational issues while some may have discussed about personal issues, cultural issues and some other issues. A broad range of factors that can influence the success of e-learning environments has been mentioned in the literature. However, there is no organized work to characterize collective group of most influential issues or factors, which could be seen as barriers. (Successful wala article) Distinct authors consider different barriers as most influential in implementation of e-learning.Wong (2007) has categorized e-learning limitations in three main areas; technological limitations, personal issues and other limitations. The lack of hardware, limited Internet coverage and low bandwidth are all consider as technological barriers in implementation of e learning. (Wong, 2007 ; Kathawala, Abdou, Elmulti, 2002; Hiltz, 1997). (Chadha Kumail, 2002, p.28).Roy (1996, p.9) // where u use this reference Personal issues are mostly related to learners and teachers. Teachers should give a complete guidance to the learners about this new and non-traditional system to prepare new learners psychologically (Wong, 2007 ; Kember et al., 2001; Dearnley, 2003). For learners the use of new technologies could be a disadvantage or barrier in e learning. So the lack information, communication and technological skills might be barriers to e- learning because learners could get frustrated from this unconventional learning environment.(Wong, 2007 ; Carr, 1999; Hamid, 2002; Angelina, 2002a, p.12) The freedom provided by E-learning could be a disadvantage for the learners as internal motivation and self discipline is required at its maximum which learners may find hard to achieve in order to complete their studies or assignments in time. As (Wong, 2007 ; Kearsley, 2000) Schott et al., 2003; Rivera and Rice, 2002; Abouchedid and Eid, 2004). In e-learning environment students are usually supposed to communicate in a text based environment so learners poor writing  ¨skills might be a disadvantage in e learning. Therefore, the inability of communicating efficiently of learners could create misunderstandings (Wong, 2007; Smith Rupp, 2004). Others limitations: e-learning provides 247 access. This infinite work might be a disadvantage for learners and particularly for teachers. This unlimited work could over stress teachers, resulting in a low quality services from instructors.(Abdou Elmulti, 2002;. Dringus, 2003; Newton, 2003; Kathawala, Schifter, 2004). Poor course design could appear a major barrier in implementation of e learning as it could frustrate the learners and teachers. (Young Bal, 2003; Smulders, 2003; Howell, Williams Lindsay 2003; Gordon, Young Bal, 2003; Svensson, 2004; Ivergard Hunt, 2005;). Cronje (2009) sees some influential barriers such as student barriers are related to lack of financial support from their families and cooperation among peers and from teachers (Cronje, 2009; Galusha, 1997). Faculty barriers the lack of funds is the most important one. Institutes attitude towards the lecturers that some time seems less prominent among their peers is considered another important barrier in successful e learning (Cronje, 2009; Galusha, 1997). Organizational barriers poor funding for three major costs areas are considered more crucial barriers e.g. Initial costs of the implementation process, maintenance and up gradation. Course barriers course design is regarded as most important one. Poor course design is one of reasons of inferiority of Distance learning. Conversion of teaching context in to electronic shape could not add any value to e learning (Cronje, 2009; Galusha, 1997) Boondao et al (2008) mentioned, â€Å"It is not possible, in the view of some scholars, to create a model of the good teacher without taking issues of culture and context into account†. The influence of culture cannot be ignored in successful implementation of e learning. Considering learners from different culture e.g. east and west, learners from both cultures have particular approaches and styles of learning. Therefore, lack of consideration of cultural issues during designing could prove as a barrier in successful implementation of e learning (Boondao et al, 2008). 3.4 Discussing the different critical barriers 3.4.1 A Framework for E-Learning These days an escalating amount of companies are implementing E-learning System (Mungania, 2003).. But as these companies try to take advantages of E-learning to gain strategic and competitive advantages in absolute urgency, there are significant number barriers to the implementation of E-learning come across to halt them (Simmons, 2002, p.19 and Mungania, (2003). As E-learning barriers are diverse and may include as personal, organizational, situational, instructional, and technological barriers. (Mungania, 2003) Moreover khans E- learning framework provides details on critical issues which may come cross E learning implementation process. Khans E-learning framework composed of eight dimensions: institutional, management, technological, pedagogical, ethical, interface design, resource support, and evaluation. 3.1 Institutional Issues Institutions need to build a complete plan for the successful implantation of E learning system (Khan 2005, p.23).Moreover Childs et al (2005) stated that institution should focus on cultural aspects for the implementation process of E learning system which have a significant effect upon the success of E learning process (Cronje,2009). E-learning needs to be integrated to all departments of the institution therefore a strong comment needed from the institution and the trainers Childs et al (2005). Moreover, E-learning implementation plan must be fully aligned with the institutions missions and strategic plans (Galusha , 1997; Belanger and Jordan, 2000). Therefore e-learning implementation process is paradigm shift for the institution as a whole which includes learners, instructors, administrators, technical and other support services staff (Romiszowski, 2004). To support institutions in strategic planning, change management and process development that are necessary to highlight their embedding process and issues which may occur in their organization (Childs et al (2005) and Khan 2005,p.23). Khan has divided institution issue into three parts administrative affairs, Academic affairs and Student services (Khan 2005,p. 24 ). Administrative affairs which includes organization and change (implementation of E learning system), budgeting and ROI , course information catalog, financial aid, course schedule, tuition and fees, registration and payment, information technology services, instructional design, whereas Academic affairs issues such as policies, instructional quality, faculty and staff support, intellectual property rights and so on (Khan 2005,p. 24 ). Moreover Student services deals with student support services for e-learning effectiveness. Some of the institutional related issues are mentioned below: Needs Assessment Needs analysis will assist institutions to examine the needs for their e-learning plan and establish its e-learning goals. (Khan 2005,p. 24 , Sue Childs et al.2005) Readiness Assessment Readiness Assessment critical factors should be considered are e-learning must be Open, flexible and distributed. There are three basic types of readiness: Financial Readiness which defines whether its e-learning initiative investment importance, Infrastructural readiness readiness which includes human resource readiness, equipment readiness, and technological skill readiness and cultural which are preferences of Learners instructors and the existing learning culture (Khan 2005, p.25). Organizational change E-learning engages a change of model to some level, a change in how you deal with knowledge and its information in organization (Khan 2005, p. 26 and Sue Childs et al.2005). Budgeting and return on investment Institutions should do costing before, during, and after the implementation of e-learning so that they are able to analyze return on investment and benefits of e Learning (Romiszowski, 2004 and Khan 2005, p.28-29). Program and course information catalog Institution should provide precise information about their courses, schedule and fees etc (Mungania 2003, Khan 2005, p.30). Financial Aid Financial aid services should be provided to support learners by using technological and human support services (Khan 2005, p.32). Policies Institutional e-learning policies must be communicated to all groups including instructors, learners, and support staff (Khan 2005, p. 35). Instructional Quality Instructional quality in e-learning creates meaningful learning environment (Khan 2005,p. 35, Muilenburg and Berge (2005), Gulatee and Combes (2007), Lum (2006), Park and Choi (2009). Faculty and Staff support For effective e learning instructor, faculty members as well as supporting staff should receive proper training to support the learners (Khan 2005, p.41). Intellectual property rights Institutions must give information to the learners, as well instructors about intellectual property rights (Khan 2005, p. 39). Learning Skills Development Well-designed learners guide can help those learners, supporting staff how have no experience with open, distributed and flexible learning environment which includes Library, Tutorial Services, and Support Network (Khan 2005, p. 39); ), Wong (2007). 3.2Management issues (Magalhaes, 2008) stated that lack of management support is number one barriers towards successful implementation of E learning system in institution. Management issues of e-learning in organization ref

Communication: Interviewer Essay

INTRODUCTION An interview is generally regarded as the kind of meeting which occurs when someone applies for a job. This is certainly an important kind of interview which many people encounter during their work life. All interviews need careful preparation, which should cover areas like, considering the purpose of the interview, gathering the necessary information, planning a suitable setting for the interview and thinking of the people who will be involved. Contaminants refer to those that which render impure or unsuitable by contact or mixture. There are various factors that contaminate the interview process. An effective interviewer is responsible for reducing the contaminants to the interview process. Most often, the greatest obstacle to an effective interview is the interviewer him/herself. The interviewer is supposed to focus on the subject as the person who will provide him with the information he seeks. The interviewer concentrates on establishing rapport, listening effectively, analyzing the subject verbal and non-verbal communication and grading how much or how little the subject is telling you. The aspects that are going to be covered include that which are caused by the interviewer and the person being interviewed and how they affect the interview process Some statistics suggest that as little as 10 to 20 percent of our communication is made up of our words, 30% by our sound while 60% is by body language. The greater influence will come as a result of non-verbal communication Circumstances the situation in which an exchange takes place has a lot to do with the impression you convey and thus the overall message which the other person receives, circumstances include factors such as the amount of preparation you have done for the discussion, whether you have arrived late for an interview, have not read relevant letters or papers. Whenever you arrange an interview or a meeting then make sure that the circumstances are such that there will be no interruptions, that you arrived on time and you have done the necessary preparations Arrangement of the room The interviewer should arrange the physical layout of the room so that the difference in ranks between him and the interviewer is empahsized.if on the other hand the two sit at the table or in easy chairs in a different room the air of equality will be created and it will impact negatively on the interview. Another essential point is that all participants should be able to see the other. Eye contact should be possible for everyone who takes part otherwise communication will be very limited and ineffective. Physical appearance ‘Dress like a professional and you are likely to be treated as one† (yate, 1986) the moment we set our eyes on someone, our minds make evaluations and judgments with lightening speed. The same is true for potential employers and employees. The interviewer should wear appropriate clothing for the interview, the interviewer can dress up or dress down too much.bussiness attire can send signals of formality and professionalism. Overdressing sets a serious mood which may contribute to stress on the part of the subject.one of the goals of the interviewer is to minimize stress and develop rapport. Appropriate attire vary from industry to industry, in all instances, our clothing are sending a message about our image, and the image we want to convey is one of reliability, trust and attention to detail. Grooming is important and it makes an important first impression about the interviewer’s attitude toward the subject†¦Ã¢â‚¬ how you dress makes an important statement not only about what you think of yourself but also how you regard the person or the people you are talking to†(sillars 1988) Most of us are far more adept at recognizing the dress mistakes of others than at spotting our own sartorial failings. When we do look for a second option, we often make the mistakes of asking only a loved one. It’s not that our loved ones don’t lack taste in clothing or attire, this people are more in tune with our positive qualities than the rest of the world and so, frequently, they do not recognize how essential it is to recognize those qualities in our dress. Better candidates for evaluation of your dress are trusted friends who have proved their objectivity in such matters. Hand written notes It might be at times advisable not to write down notes at the ties the individual tells the interviewer something sensitive. The interviewer might consider devoting his attention to the subject and writing down the sensitive information after the conversation has moved away from the sensitive area. As part of developing rapport, it might be best to at least initiate an interview without taking notes. This can enhance the communication process. If the circumstances dictate that the interviewer not take notes during the initial phase of the interview, the interviewer can review the relevant facts with the subject and make notes of those facts at the time of the review†¦Ã¢â‚¬ a lack of response clarity and poor grammar were  among the most often cited communication inadequacies observed during employment interviews† (Peterson, 1997) Multiple subjects or interviews The interviewer should not attempt to interview two or more people at a go unless there is no any other option. It is more difficult to control an interview with two or more subjects. One subject may be more embarrass themselves in front of a peer. The environment for confidential communication will adversely be affected. Unless there is a matter that requires two or more interviewers, it is advisable that one interviewer conduct the interview. It is not possible to establish rapport and the same level of confidence in two interviewers at the same time. Interview schedule and length The length and the number of times an individual may be interviewed sends signals to the balance of the group interviewed in situations where the interviewees are from the same organization As the interviews are conducted, factors such as the length of the interview, the sequence in which the individuals are interviewed and the number of times the interviewer conducts follow-ups may impact on the interview. Conclusion The main purpose of an interview is to get your views on a topic or to gain a general idea of how the interviewees view your company, organization or establishment. Giving a false impression will make the potential employees lose faith and trust that they had for that company and qualified candidates may turn down a job on the virtue of not having confidence in you. Sending the right nonverbal signals and showing interest without anxiety will convey a sense of involvement and commitment. Most often, the greatest obstacle to an effective interview is the interviewer him/herself. The interviewer is supposed to focus on the subject as the person who will provide him with the information he seeks. An effective interviewer is responsible for reducing the contaminants to the interview process. Everyone needs to be aware of the elements and the principals involved. The interviewer concentrates on establishing rapport, listening effectively, analyzing the subject verbal and non-verbal communication and grading how much or how little the subject is telling you. _References_ _Baran, (2004) introduction to mass communication, McGraw hill companies New York_ _Harter, nelson, Pearson, titsworth (2003) human communication, McGraw hill companies New York_ _Michael gamble, Teri gamble, (2002) how communication works, McGraw hill companies New York_ _Sillars (1988), success in communication, john Murray (publishers) ltd, London_ _Sillars (1981) communication rules ok! John Murray (publishers) ltd, London_ _Yate, (1986) great answers to tough interview questions 7th edition, kogan page limited, London_

Moving in High School Essay

Still, the thought of moving and starting over at a new school sent chills down my spine. And to my surprise, that’s exactly what happened. My mom had been laid off for over a year and had finally found a Job in a town about 45 minutes away from our home. It all happened so fast. I was about to become a senior in high school. I was so disappointed and angry with he thought of changing everything and leaving all that had ever known. It wasnt Just my high school that I’d be leaving. I was also enrolled in the Business Administration program at a local tech center. Going there was my favorite part of the day. I loved my accounting courses and my teacher made everything interesting and fun. It was leaving this program that felt the hardest, even harder than leaving behind friends I’d known since first grade. Luckily there was the opportunity to go to a different tech center that offered a similar program. Trying to get my head around moving, I visited the high school and the tech center where I would be continuing my classes. I must admit that I was still very frustrated, so it was difficult to see the opportunities the new schools offered. It was so different from my previous school that it felt like a whole new universe. To make matters worse, the school had a different credit system which made me question whether or not I would be able to graduate on time. In fact, it seemed pretty hopeless. The first day of school, as expected, was strange. Students were all excited to see each other after three months. while everyone else was concerned with catching up with friends, all I really wanted was someone to talk to me. Even if It was simply to ask who I was and what I was doing there. Things continued to be awkward during the first few days. Some people stared, and to others, I was invisible, but eventually I started talking to people in my classes, who turned out to be much nicer than I expected them to be. I also started making friends with the other students at the tech center – mainly because we already had so many interests. like accounting, business. and entrepreneurship, in common. As It turns out, changing schools my senior year wasn’t as bad as I had always thought it would be. Even though I’m no more popular than I was at my old school and, I went from being in a couple to being single (but that’s another story), changing schools turned out to be a great opportunity to make new friends and to collect new – and different – memories. But more than that, moving to a new school right before senior year made me realize that nothing is permanent and it’s given me the confidence to know that I can make new friends, pursue my academic interests, and develop new hobbies, regardless of my social environment. It’s funny; I hear a lot of ‘Of2 my Trlenas talk aoout now worrlea tney are aoout leaving tnelr Trlenas to go away to college and question about whether theyll be able to do it. Me? I’m not worried, because IVe already done it. And it turned out Just fine.