Transcript שקופית 1
20.2.07
Economics of information Goods: An interdisciplinary Subject for Israeli LIS and MBA Curricula
Dr. Noa Aharony
Library and Information Studies, Beit Berl College
Dr. Daphne Raban
Graduate School of Management, U. of Haifa
2007 סייצ סנכ 1
Changes in the Information Landscape and in LIS Education
In the past:
Information-related subjects were taught mostly in LIS programs
The traditional focus of LIS was on containers rather than on content
Librarians were traditionally concerned with describing, storing and disseminating information products
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Trends in LIS Education: The Kaliper Report (Durrance, et al., 2000)
Change from a library-focus model to an information-focus paradigm
Increased user-centeredness and increased interdisciplinarity
LIS programs are increasing the investment in and infusion of Information Technology into their curricula
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Additonal Trends:
Information is taught in various disciplines: The role of information in creating power and wealth is attracting the attention of numerous programs such as: computer science business schools communications schools of library and information science (Rehman, 2000).
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What is: “Economics of Information Goods”?
Learn how information is similar to and different from other goods in markets Learn what influences the value and price of information Examples of Subjects Covered
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Trading for $$$ versus free sharing – Anderson’s Switch
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Bundling
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Versioning
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Lock-in
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Network rules
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Ownership rights
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Value creation and enhancement
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Subjective versus objective value
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Our Assumptions
We believe that learning the economic aspect of information should be an integral part of information-related programs
We propose that gaining a good understanding of the rules of information economics is important for the survival of librarians and information professionals :
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"Technology changes, Economic laws do not" (Shapiro and Varian, 1999)
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Learning Strategies: Deep and Surface
Biggs' teaching- learning model (1993)
A student's approach towards the learning process is a combination of the motivation and the strategy that he or she adopts during the learning process
The deep learning strategy The surface learning strategy
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Our Research Hypotheses
H1:
There is a significant difference in the attitudes towards information-related subject areas between students, lecturers, and information professionals.
H2:
There is a significant difference in the attitudes towards information economics in two different curricula: a business school and an information studies curriculum.
H3:
There is a significant difference in the attitudes towards information economics between two practitioner sub groups, academic librarians and information professionals from the business/industry sector.
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Our Research Hypotheses – cont.
H4:
A deep learning strategy is associated with higher attitude scores towards information-related subject areas among students than a surface learning strategy
H5:
A deep learning strategy is associated with higher attitudes scores towards information economics among students than a surface learning strategy.
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Method
Sample:
Practitioners:
professionals 31 academic librarians, 28 information
Students:
43 information studies, 44 business school
Lecturers:
22 information studies, 12 business school 20.2.07
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Research Tools
A personal details questionnaire
A subject-area attitude questionnaire: 5 Factors
– InfoEcon, CI, InfoMgmt, Search, MBA
An information economics attitude questionnaire
A learning strategies questionnaire: 2 Factors
– Deep and Surface 20.2.07
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Results
H1: Rejected for the combined factors (no significant diff. between groups, overall mean score=3.89); Accepted for Search and MBA
H2: Rejected for staff, staff+students; Accepted for students (business>InfoStud.)
H3: Accepted, (InfoPros>AcadLibr.)
H4: Students were found to be deep learners (mean score=3.37) rather than surface learners (mean score=2.11) …cont.
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Results – cont.
H4: correlations between learning strategies and subject areas
Deep Strategy Surface Strategy Overall InfoEcon CI 0.20 (n.s.) 0.25*
6.4%
0.01 (n.s.) -0.27* -0.14
7.8%
(n.s.) -0.18 (n.s.) InfoMgmt Search MBA -0.02 (n.s.) -0.02 (n.s.) 0.37**
13.4%
-0.23*
7.5%
-0.25* -0.20
8.7%
(n.s.) 20.2.07
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Results – cont.
The mean score on the Information Economics Attitude Questionnaire was 2.91 (N=88, S.D.=0.73). Four statements(1,2,4,9) received the highest scores ranging from 3.20 to 3.47.
H5:
Accepted. The deep learning strategy is correlated with the Information Economics attitude questionnaire (R=0.31, p<0.01; 12.4% of the variance explained by the regression model). 20.2.07
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Discussion
H1:
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No diff. overall is surprising and encouraging, shows interest and openness
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Diff. for Search (InfoPros>IS Students) and MBA (Students, Staff>InfoPros)
H2:
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Business Students>IS Students, however both scores were high suggesting awareness
H3:
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Business IPs>Acad. Libr., as expected. If we are to train students for the wider job market, the need for InfoEcon is clear.
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Discussion – cont.
H4:
– –
Master ’s students tend to be deep learners Trend: Positive correlations with deep learning, and negative correlations with surface learning
H5:
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Deep learners, such as Masters ’ students in both programs, had more positive views on InfoEcon, indicating a thirst for fundamental understanding of the driving force of the information economy
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Thank You!
Dr. Noa Aharony
Library and Information Studies, Beit Berl College
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2007 סייצ סנכ
Dr. Daphne Raban
Graduate School of Management, U. of Haifa
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