This study examines student engagement in an online environment concerning the perception regarding the course and the technology used. A research model was developed from the principal tenets of the expectancy-value theory to which values and expectations are assumed to influence how students build engagement. The model conjoins student perception related to course factors (content and rigor), technology factor (technology convenience), and student engagement (psychological, cognitive, emotional, and behavioral). The model was tested using a sample composed of 328 business undergraduate students taking the courses online using the BigBlueButton e-learning system due to the global emergency caused by the COVID-19 pandemic. Hence, respondents did not voluntarily choose the online teaching delivery method. The results imply that both course content and perceived technology convenience predict overall student engagement, while course rigor influences student cognitive, emotional, and behavioral commitment, but not psychological engagement.

This research presents the results of studies designed to observe the effects of school leadership and school culture as mechanisms of change in the context of a large-scale educational reform in Bosnia and Herzegovina. A mixed-methods approach was employed to illuminate how institutional context either activates or deactivates leadership and school cultures as mechanisms that influence teacher efficacy beliefs in times of large-scale educational reform. Quantitative and qualitative data were analyzed through three independent studies. Quantitative procedures included measurement model analysis, structural equation modeling and a non-parametric Mann–Whitney U test. The qualitative analytic approach encompassed procedures of content analysis and quantification of qualitative data from reform documents and semi-structured interviews in the form of hierarchical clustering and multidimensional scaling. The triangulation of findings occurred in the interpretation phase, characterized by the development of meta-inferences that go beyond the findings from each study.

In the modern days, the amount of the data and information is increasing along with their accessibility and availability, due to the Internet and social media. To be able to search this vast data set and to discover unknown useful data patterns and predictions, the data mining method is used. Data mining allows for unrelated data to be connected in a meaningful way, to analyze the data, and to represent the results in the form of useful data patterns and predictions that help and predict future behavior. The process of data mining can potentially violate sensitive and personal data. Individual privacy is under attack if some of the information leaks and reveals the identity of a person whose personal data were used in the data mining process. There are many privacy‐preserving data mining (PPDM) techniques and methods that have a task to preserve the privacy and sensitive data while providing accurate data mining results at the same time. PPDM techniques and methods incorporate different approaches that protect data in the process of data mining. The methodology that was used in this article is the systematic literature review and bibliometric analysis. This article identifieds the current trends, techniques, and methods that are being used in the privacy‐preserving data mining field to make a clear and concise classification of the PPDM methods and techniques with possibly identifying new methods and techniques that were not included in the previous classification, and to emphasize the future research directions.

PurposeConceptual model in this paper combines existing scientific knowledge grounded in theories of planned behavior, diffusion of innovation and a unified theory of acceptance and use of technology, while aiming to identify relevant determinants of continuous use of e-learning by employees who used e-learning in the past year at their workplace.Design/methodology/approachThe authors developed and empirically tested the positive impact of professional, personal, IT and environmental factors on the continued use of e-learning among 672 employees across different sectors using the structural equation modeling technique.FindingsResearch results suggest that the most powerful determinant of continuous use of e-learning are personal factors. Environmental influences and technological aspects also exhibit a positive and significant impact on the continuous use of e-learning. Research hypothesis related to the positive influence of professional factors on the continuous use of e-learning has not been empirically confirmed. Also, results demonstrated that continued use of e-learning contributes to better individual business performance.Practical implicationsThe practical contribution is threefold: to companies, education institutions and human resource managers. For companies, identification of key determinants will lead to a better understanding of employees needs regarding continuous job improvements. The findings can be used by educational institutions to design e-learning programs according to results and real value to employees. On the other hand, human resource managers can benefit from this study in terms of getting concrete factors that motivate employees for continuous job improvement.Originality/valueThe research sheds light on the proposed integrated model that tests the post-adoption of the continuous use of e-learning within an organizational context.

We live in a rapidly changing global society, where no one can predict the outcome of the economic, social, and political structures of the world. Changes in science, technology, and economics are particularly noticeable and are closely linked to human life. These changes create new opportunities but also challenges in new areas of everyday activity in order to achieve sustainable development. For countries to compete with each other, they must be creative and innovative in all fields to cope with domestic, national, and global issues. Current economic competitiveness is based on the capabilities of a country and their respective companies to be and stay innovative. This is the main reason why many governments place innovativeness at the center of their growth strategies so that they can foster economic progress and global competitiveness in general. The recognition and need for identification of innovation as a driver of change are evident on a company level as well. This study will use secondary data collected this year from the World Economic Forum to identify critical challenges and opportunities for B&H competitiveness. Also, the results of this research identified enabling environment and markets impact the innovation ecosystem. Practical contribution relates to concrete implications and recommendations that can be used for the improvement of Bosnia and Herzegovina innovativeness.

Through the bibliometric and co-citation analysis, this paper offers a review of science achievements in the area of e-learning continuance, with focus on identification of the field relevance, authors and most cited and co-cited papers, as well as the identification of roots this research area is based on. Based on co-citation network, which chronologically starts with Ajzen’s theory of 1975, another contribution can be drawn from this paper. That contribution leads to a conclusion that Ajzen’s Theory of planned behavior is a starting and adequate basis for all identified research and creates a main recommendation for upcoming researches.