Organizational Structure And The Global Marketing Essay Example

Introduction

This is a study about the international sales operations of Monster Health care Company (MH Co), headquartered in the northeastern part of the United States. As Vice President of International sales, I am responsible for the company’s sales operations outside the US. Even though it ensures all facilities and benefits to my career and personal life, I have to manage all the issues and overcome the problems related to global marketing. Before making arrangements for its global marketing operations, the responsible persons must have a thorough knowledge of international marketing and the scope of international sales. So the sales manager has to compare all the alternative organizational structures of global marketing and build an appropriate organizational structure to expand its operation globally.

Organizational structures for international operation

An organization requires a suitable organizational structure for its effective functional operation. A well-designed organizational structure includes a series of central functional departments such as finance, marketing, R&D, production, etc. The system of an organization is determined by the size of the domestic market and the area of the international market in which the firm operates. International division, product division, Global area, and Matrix are the main basic organizational structures.

1. International division: It is the basic organizational structure, including the CEO and other functional departments of an organization. Under this structure, all the powers related to the product and areas of operations are concentrated in the hands of the CEO.
2. Global product division: The entire organization is divided into different departments in this structure. There exists a lack of coordination between various departments of the company. So it is a difficult task to provide information among its departments.
3. This structure breaks the firm into different divisions. As a result, it isn’t easy to transfer knowledge between departments because there is little coordination between the same company’s products.
4. Global area structure: It is challenging to send knowledge and best practices from one department to another under this structure.
5. Matrix structure: In this organizational structure, the CEO has to take responsibility for both products and areas of an international operation. (6 organizational structure of an MNC, n.d.).

Global Market Entry Strategies

Exporting is used as an initial step for international entry. A company has two basic options for carrying out its export operations. They are:

Indirect Exporting

It means trading through export companies of foreign agents, merchants, or distributors. Several types of intermediaries positioned in the domestic market are ready to aid a manufacturer in contacting international markets or buyers. In addition, this method provides the exporter with readily available expertise.

Direct Exporting

Here a separate department is created for selling and dealing with international customers. In this method, an exporter must deal with many foreign contacts, possibly one or more for every country the company plans to penetrate. This method provides the company with greater control over its distribution channels. The exporter might select from chief intermediaries like agents and merchants.

Licensing

Here the foreign licensee needs provisions for manufacturing homemade products for which the licensor gets a fixed amount of money. In addition, licensing may present the foreign organization’s right to brands, trademarks, trade secrets, or patents connected with the final product. Here the company gets a certain amount of money by entrusting the right to trademark or patent to another company.

Franchising

Franchising is a method of licensing which enables the franchiser to create an entire marketing program for a product.

References

Akkaya, F M. (n.d.). Global marketing strategies. Web.

6 organizational structure of a MNC. (n.d.). Endurance Trading. Web.

Essay Voice-over

The Online Technology In The Experiences Of EFL Pre-Service Teachers

Abstract

This paper describes how a course on TEFL methodologies presented to the students of DELTC was transformed into a blended learning experience by use of an online portfolio hosted by Mahara.org. This e-portfolio allowed the course teacher to introduce new ICT-educational aspects to the participants and at the same time provided the opportunity to evaluate their experience during their usage of the website according to Salmon’s model in blended learning. Based on the experiences from the course, this paper will discuss the students’ opinions relating to their experiences upon using Mahara e-portfolio and the development of their language and communication skills by the end of the course. The paper will try to attest that online tools such as wikis have actually been a success as they are not that costly. Since these portfolios are never limited by either time or any other factor, comments from teachers to students are highly enhanced. This paper sums up with overall merits of electronic portfolios that are presented in the regular portfolios.

Introduction

TEFL and online technologies have been consolidated in many research and educational projects for many years since the evolution of web 2.0 tools. With the increased use of online learning channels, teachers and students can Learn and teach from the leisure and ease of their homes, can talk to each other at any time. As a matter of fact, online learning tools such as blogs, wikis, and other platforms of e-portfolios and social network are not expensive at all and do not require complicated IT knowledge. With all these introductory features, online learning tools are as effective as normal education and typical classroom activities.

Although people might think that having more “high tech” equipment and tools would help facilitate more effective distance learning, evidence from research suggests that it is not the technology itself but rather its proper use that would make or break a distance-learning program. Sometimes, very simple technologies, combined with well-designed instruction, are as – and sometimes more— effective than more complex and expensive technologies (Batson, 2002). The teacher’s responsibilities such as choosing the proper online tool, designing the online content with clear objectives and assessment rubrics, motivating students and monitoring all activities have critical impacts on the effectiveness and success of the online experience. As the teacher employs his/her best knowledge of technology and makes goals clear and organized, the teaching/learning processes will go smoothly and effectively.

With the advent of technology, electronic portfolios are introduced. Electronic portfolios (e-portfolios) refer to the online virtual spaces where students upload artifacts to document and showcase their learning processes (Huang & Hung, 2010).

Barett asserts in his book that e-portfolio incorporates the use of online technologies that permit the initiators of the portfolio to amass and systemize artifacts in different formats (Barett, 2000). Heath (2002) proposes, it is easier to maintain, edit and update than its paper counterpart electronically speaking. With electronic portfolios, students’ work can be collected as well as stored and managed electronically, taking very little or no physical space. Furthermore, since internet­ based electronic portfolios are not constrained by time, they also enhance peer and teacher feedback, two major components of portfolio assessment. Therefore, electronic portfolios offer all of the advantages of regular portfolios such as the opportunity to self assess the writing process, as well as other advantages regular portfolios lack (Pullman, 2002).

Research Questions

The research questions that guided the investigation in this study go as follows:

• What is the students’ opinion toward using the online portfolio as an easily accessible and motivating learning environment?
• What is the students’ opinion toward using the online portfolio as a socializing learning environment?
• What is the students’ opinion toward using the online portfolio as a source of information and knowledge exchange?
• What is the students’ opinion toward using the online portfolio as a knowledge developing tool?
• What is the students’ opinion toward using the online portfolio as a tool that fosters students’ reflective thinking and assessment?

Aim and significance of the research

This research paper supplements and perpetuates the pool of current literature by presenting a theoretical model that can be adopted to examine the student teachers opinions on using Mahara e-portfolios. The results from this study will be used to compare the traditional teaching and learning experiences and outcomes to those of blended learning using online tools such as e-portfolios, present the changing perspectives of students teachers on using online learning tools as means to enhance their educational awareness of teaching methodologies, and activate the need for more online learning consolidation for both teachers and students.

The research also provides insights for the course developers and serves as background material for all e-portfolio trainers in the growing e-portfolio community and beyond. Therefore, the research:

• Describes the opinions and experiences of the pre-service teachers which identify their needs for specific online learning support. The outcome is an over view of success factors for implementing this new instrument in daily educational practice whether as pre or full time teachers.
• Introduces the concept, purposes, and functions of e-portfolio in general and online versions in specific, describes its potentials for improving learners’ educational engagement and vocational planning as teachers of EFL.
• Provides an overview of some Open Source initiatives and projects around the world, especially for those new to the (electronic) e-portfolio concept.
• Proposes recommendations and qualifications needed by students and teachers for using online portfolios.

Literature review

According to an invention that was performed in 1990, electronic portfolios come about at the junction of three tendencies. The first trend is that the work of the scholar is presently in electronic form. The second tendency is that the websites are offered in all parts of the globe. This allows scholars to control their hefty work. The third trend is that the lively web that is driven by databases has turned out to be a rule for the developers of the web. “We have reached a critical mass along with electronic saturation on campus; leading to the emergence of new norms. Arising out of this critical mass is a vision of how higher education can benefit, which is with the e-Portfolio” (Heath, 2002).

Today’s college students have grown up in the age of the Information Superhighway. Incoming freshmen college students are now expected to have at least a basic understanding of computer technology: word processing and data entry, use of e-mail, and presentation skills in PowerPoint, for example. The pace of technological change is ever increasing and new technologies are constantly appearing in the academic environment—online discussion forums, distance education, video-conferencing, WebCT, and now, e-portfolios (Campbell & Schmidt, 2005).

E-portfolios around the world

Around the world and throughout the history of e-portfolios, there are many leading projects and initiatives that played a fundamental role in the way education is organized and in the way teaching and learning operate. Many of these academic e-portfolios are driving force of educational, personal, and social change. Heath (2002) presents a number of leading consortiums such as ePortconsortium. The Electronic Portfolio Consortium (ePortConsortium) is a collaboration of higher education and information technology institutions working to define, design, and develop software for electronic portfolio environments and systems (Heath, 2002).

From a social shaping of technology perspective, the ePortConsortium represents collaboration at the highest level. As new interoperability and transportability standards are established, implementation of e-portfolios by universities will be much easier. One of the goals of the ePortConsortium is to develop standards that will allow e portfolio systems created by commercial software companies and those built by educational institutions to be compatible.

The OSPI -Open Source Portfolio Initiative- illustrated by Dickinson is a society of persons and corporations working together on the enhancement of the chief non proprietary, OSPI program obtainable (Dickinson, 1987). It was formed in January 2003 by the University of Minnesota, University of Delaware, and the r-smart group in order to open the University of Minnesota’s e-portfolio program to diverse input, rapid development, and widespread use (2004).

The National Learning Infrastructure Initiative (NLII) was formed in 1994 under the umbrella of EDUCAUSE, a non-profit organization whose mission is “to advance higher education by promoting the intelligent use of information technology” (Weigel, 2002). Recognizing the growing trend of electronic portfolio development, e-portfolios were featured as a key theme of the NLII’s annual meeting in 2003.

As part of the e-Learning Collaboration Development Fund, Massey University, the Auckland University of Technology, the Open Polytechnic of New Zealand and Victoria University of Wellington, Mahara e-portfolio application for the New Zealand tertiary sector has been developed. The aim was to develop a new open source e-portfolio application and to provide guidelines for its effective use based on the experience of a number of implementation case studies (Sherry & Bartlett, 2005). Mahara can be described as an example of a well known e-portfolio. It can also be said as a weblog that aims at facilitating social interaction among scholars.

Mahara therefore helps in the development of an online students’ community. Mahara was meant for the provision of tools that will enable its clients to create an individualized and specialized learning development. Ellsworth (2002) denoted the following:

The name Mahara reflects the intention to create a user centered lifelong learning and development application, as well as the belief that ICT must be used to promote more collaborative, interactive, media rich and personalized learning. (p.56)

What makes Mahara different from other e-portfolios is that learners control which items and what information other users see.

For the purpose of facilitating the access control, the artifacts that one wishes to depict to other clients ought to be packaged and consigned in a specific place. ‘View’ is the term used to refer to the assemblage of preferred artifacts in Mahara. An individual in Mahara is allowed to have his/her desired number of views. Clients who are allowed to access your views may be added as either an individual or a community (McIsaac & Gunawardena, 1996).

Since the e-portfolio is very much an evolution of the traditional portfolio, many of the benefits can be attributed to the electronic version such as: students’ motivation, socialization, knowledge exchange, knowledge construction, and students’ self assessment.

E-portfolios as an easily accessible and motivating learning environment

It is argued that we all have different styles of learning and approach learning in different ways. Notwithstanding the problems of the theoretical debate on learning styles, it would appear likely that learners will have preferences for different pedagogical approaches and learning strategies, in particular learning con texts. E-portfolios can allow learners to configure and develop the learning environment to suit and enable their own approach to learning. This can have a relevant effect on student motivation (Chen, 2005).

“Students who have the freedom to choose different strategies and approaches may become more engaged in the learning process, and these students will be more likely to approach other problems with an open mind. In addition, students who are involved in creating the project assignment or the project checklist gain valuable experience in setting their own goals and standards of excellence. This gives students a sense of owner ship and control over their own learning” (Sherry & Bartlett, 2005).

It is very significant for learners to recognize the good instances of e-portfolios, acknowledge their gains, and recognize the ways they will use to enable other students grow as learners and eventually get employment. The learners are urged to focus on portfolios the moment they recognize what they will gain from the experience. It is very significant to acknowledge the ways through which the e-portfolio will be appraised, in spite of the fact that most people see this as a normal task. It is also important for scholars to concentrate on convening the appraisal criteria as well as the demerit of thinking decisively regarding their educational journey. As O’Malley & Valdes argue, “clear rubrics and scaffolding for students on how to reflect so that they internalize the benefits of reflective practice are clearly needed if this approach to learning is going to be embraced by most learners” (O’Malley & Valdes, 1996, p. 13).

Mentioning adaptability and accessibility, it is relatively easy for material to be added, deleted, adapted or rearranged compared with that in a traditional portfolio, so it is much more likely to be kept up to date than its paper counterpart. The material does not have to be arranged or read in a linear or hierarchical structure (Chamot & O’Malley, 1994). If the e-portfolio is hosted on a web site, prospective viewers can be granted access by being given the site address and any necessary access permissions. If necessary it can also be copied relatively easily on to a CD or DVD then distributed. This also opens the way for more immediate feedback from a wider range of sources (Avraamidou & Zembal-Saul, 2004). The e-portfolio tool may also allow different arrangements of the material to be seen depending on the ‘access’ given to the audience (Dickinson, 1987).

E-portfolio as a socializing learning environment

Discussed by Barrett, e-Portfolios offer an opportunity for allowing learners to use computers as they do in their social life, to create, to share and to network. They potentially represent a move to overcome the somewhat alarming gap between educational software and the applications used everyday both by young people and in the workplace. Why only ‘potentially’? The ability to create, share and network depends both on the design of e-Portfolio applications and the approaches to the pedagogic use of the e-Portfolio as well as the integration of the e-Portfolio in the wider context of curriculum provision.

There is an issue as to how much learning takes place through participation and engagement in social networking sites. However, the failure of the education providers to engage with this activity risks schools and other educational institutions becoming irrelevant to the way in which young people interact and exchange ideas (2000). A study of the use of ICT for learning in Small and Medium Enterprises found that whilst there was little evidence of formal e-learning computers were being widely used for informal learning through amongst other things participation in networks and distributed communities of practice.

Furthermore, there was some evidence that older workers were more likely to participate in such activities (probably because of more autonomy in how they undertook their work). It was also noteworthy that in addition to being motivated by the need to solve work based problems, much of the participation was driven by personal interest. E-portfolios offer an opportunity for allowing learners to use computers as they do in their social life, to create, to share and to network. They potentially represent a move to overcome the somewhat alarming gap between educational software and the applications used everyday both by young people and in the workplace

E-portfolio as a source of information and knowledge exchange

An e-portfolio allows a relatively large amount of material to be stored and shared in a cost effective way, either physically on a CD or DVD, or online (Harnell-Young & Morriss, 2007). Since they are electronic, e-portfolios can contain not just text data but material such as audio files, video files and slide presentations. Much of this is in an electronic format to start with which makes it more convenient to keep it this way rather than convert it into paper format (Heath, 2002).

E-portfolio as a knowledge developing tool

There is some evidence that more focused pedagogic development is possible through an e-Portfolio related to particular curriculum areas such as the innovatory use of blogs within English language and creative writing courses. E-Portfolios have been used as a tool for motivation with socially disadvantaged learners undertaking vocational project work (O’Malley & Valdes, 1996). When discussing knowledge development, there is a strong relation between constructing knowledge and content of the e-portfolio. there is the issue – already discussed in this paper – of whether e-portfolio content should be restricted to that related to formal course objectives and outcomes or whether learners should be encouraged to include wider content drawn from both formal and informal learning – or indeed the fuzzy interface between the two – and from wider contexts for learning including personal and social activities and from work.

Of course, if e-Portfolio provision is extended to those not enrolled in formal education programs or is used for Continuing Professional Development, it is likely that work and personal learning will comprise the bulk of an e-Portfolio. The issue of selecting what to show in an e-Portfolio can be largely overcome if the system provides tools to select material for specific presentation. Not only does this facilitate different presentations for different purposes – just as when submitting a CV for a job application or for entry to a course were-purpose or re-present the materials to suit the particular post or course we are applying for – but the process of selection itself is an act of reflection on achievements and learning.

E-portfolio as a tool for self-assessment

It has been argued that self assessment serves as an effective language learning strategy to promote autonomous language learning because it encourages language learners to assess their learning progress and in turn helps them to stay focused on their own learning (Chamot & O’Malley, 1994; Chen, 2005). The proponents of self assessment strategies maintain that participating in self assessment can help learners become skilled judges of their own strengths and weaknesses and establish realistic and attainable goals for themselves, thus developing their self directed language learning ability (Chamot & O’Malley, 1994; Dickinson, 1987).

A widely used instrument for self assessment is the portfolio. Portfolios provide an opportunity for English as a Foreign /Second language (EFL/ESL) learners to monitor their own writing progress and take responsibility for meeting goals. By documenting growth over time through a systematic collection of their work, portfolios enable learners to see possibilities for reflection, redirection, and confirmation of their own learning efforts (O’Malley & Pierce, 1996).

Simply put, when a student reviews a written piece and decides to revise and improve it, the student engages in self assessment. A widely used instrument for practicing self assessment strategies is the portfolio.

Portfolios provide an opportunity for learners to monitor their own progress and take responsibility for meeting goals. Weigel (2002) points out that through the portfolio approach “second language learners are acknowledged as contributors and the multicultural resources that the students bring to assessment situations serve as rich data sources”. She further delineates that port folios designed by second language learners can help capture the full range of the students’ competencies in one or more languages.

Developmental portfolios also enable learners to demonstrate their growth in language proficiency, including oral language and literacy development, academic achievement, attitudinal variation in terms of acculturation and learning and acquisition of learning strategies (Weigel, 2002). Hence, at the heart of portfolio pedagogy is a place for self assessment guided by learners (Wade & Yarbrough, 1996). E-portfolio assessment may offer other benefits such as increasing student reflection (Ellsworth, 2002), revealing information not made known by other assessment methods (Pullman, 2002), making students more active and taking a greater role in assessment and their learning as a whole (Campbell & Schmidt, 2005), giving students more ways to demonstrate their knowledge, and making longitudinal studies possible (Heath, 2002).

In projects and at conferences about e-portfolios, at some point the discussion seems always to turn to the issue of how to facilitate meaningful reflection. In this regards, a study conducted by Chen (2005) identifies a structure of students reflection that includes skills such as forming an opinion; expressing an opinion; articulating an opinion; justifying an opinion; defending an opinion; supporting opinions of other; challenging others’ opinions; questioning others; seeking clarification; representing others opinions; building on others’ opinions; sorting fact from opinion. Each of these processes can be structured and supported within the e-portfolio development process. However, they also require skills on the part of the teacher or facilitator. These might include facilitator skills; active listening skills; feedback skills; intervention skills; and evaluation skills.

Methodology

The method used for this study was qualitative case study. According to Wade & Sclater (2005), a case study is a particularly suitable design if the researcher is interested in process. Therefore, the present study, aiming to explore, understand, and analyze EFL learners’ use of strategies, employed a case study to provide in-depth portraits of two EFL learners’ use of strategies while they were writing in their electronic portfolios.

Participants

The researcher wants to discover, understand, and gain insight; therefore, they must select participants from whom the most can be learned. Hence, data for the current study were collected through the researcher’s connection with a college level EFL teacher in Taiwan, who required students to design electronic portfolios as an assignment for the class. The teacher was then asked to recommend some EFL students who showed interests in participating in the study.

Then, the researcher began to contact the potential participants by e­mail. The two participants were finalized based on their willingness to participate in the study and completeness of their electronic portfolios. Both of them were college EFL learners who were enrolled in an English class at a university in an EFL context.

Implementation

The portfolio project was implemented in an EFL classroom for a semester of 18 weeks. At the beginning of the semester, students learned how to create their own electronic portfolios at a free electronic portfolio website, a ready­made webpage that calls for only minimal computer skills. During the semester, the students worked on and uploaded two required 300­word essays with drafts, gave peer feedback and revised essays according to teachers’ and peers’ comments. In addition, they were encouraged to upload self chosen entries, such as diary entries and anecdotes. At the end of the semester, students’ portfolios were evaluated and took twenty percent of students’ final grade.

Data collection

The data for the current study were collected through the following tools:

1. Questionnaire: Based on the five-step model of Salmon’s, a questionnaire was administered in which participants express their opinions-depending on a 5-scale rating-relating to the effectiveness of their experience in Mahara e-portfolio throughout the course. Based on three major research questions, the researcher crafted the questionnaire and then forwarded it t o a qualified colleague for peer debriefing. Then, the researcher revised the questionnaire in accordance with the comments the colleague provided.
2. Students’ participation in the course forum in Mahara.

As student share personal stories and ideas, sharing and exchanging information, students are successfully processing information and become more proactive in their learning, transmit knowledge and then create and generalize innovative ideas. The collected data were analyzed qualitatively and coded into the five categories—the (the 5 stages in the survey).

Findings and Discussion

Estimating reliability and validity of data

To insure the reliability (or internal consistency) and the validity of our data, Cronbach’s alpha is to be conducted on the entire survey instrument (all subscales combined) and on each individual subscale, as follows:

• Reliability Statistics for the overall survey instrument
• Reliability Statistics

Cronbach’s Alpha	No of Items
.843	23

• Reliability Statistics for the items of Access and Motivation
• Reliability Statistics

Cronbach’s Alpha	N of Items
.238	6

• Reliability Statistics for the items of Online Socialization
• Reliability Statistics

Cronbach’s Alpha	N of Items
.536	4

• Reliability Statistics for the items of Information Exchange
• Reliability Statistics

Cronbach’s Alpha	N of Items
.302	3

• Reliability Statistics for the items of Knowledge Construction
• Reliability Statistics

Cronbach’s Alpha	N of Items
.444	5

• Reliability Statistics for the items of Development
• Reliability Statistics

Cronbach’s Alpha	N of Items
.819	5

Summary of reliability and Validity statistics

No	Statements	No of items	Reliability	Validity*
1	Students’ opinion toward using the online portfolio as an easily accessible and motivating learning environment	6	0.238	0.487
2	Students’ opinion toward using the online portfolio as a socializing learning environment	4	0.536	0.732
3	Students’ opinion toward using the online portfolio as a source of information and knowledge exchange	3	0.302	0.549
4	Students’ opinion toward using the online portfolio as a knowledge developing tool	5	0.444	0.666
5	Students’ opinion toward using the online portfolio as a tool that fosters students’ reflective thinking and assessment	5	0.819	0.918
OVERALL		23	0.843	0.918

*Validity is calculated by taking the square root of reliability.

From the summary in the table above we find the following:

• The reliability of the first group items (questions) – relating to the Students’ opinion toward using the online portfolio as an easily accessible and motivating learning environment – is 0.238 or (23.8%)
• The reliability of the first group items (questions) – relating to the Students’ opinion toward using the online portfolio as a socializing learning environment – is 0.536 or (53.6%)
• The reliability of the first group items (questions) – relating to the Students’ opinion toward using the online portfolio as a source of information and knowledge exchange – is 0.302 or (30.2%)
• The reliability of the first group items (questions) – relating to the Students’ opinion toward using the online portfolio as a knowledge developing tool – is 0.444 or (44.4%)
• The reliability of the first group items (questions) – relating to the Students’ opinion toward using the online portfolio as a tool that fosters students’ reflective thinking and assessment – is 0.819 or (81.9%)
• The overall reliability of the survey instrument is 0.843 or (84.3%)

Except for the first group, the results show a relatively high estimated reliability as it ranges from 0.30 to 0.81 for the other groups. Despite the low reliability of the first group (0.238), the overall estimated reliability of the survey (0.843) seems to be sufficient to conclude that the consistency of the measures is generally reliable, and we can carry on for further analysis. This is also confirmed by the high validity estimated which ranges from 0.41 to 0.91, for the subgroups and 0.91 as an overall validity of the study survey.

After collecting the data, the findings attest that the online teaching portfolio of EFL learners is the best method of imparting knowledge. In comparison to conventional methods of EFL teaching in various institutions, the contemporary online portfolio method strives to show that, online portfolio learning is equally if not more productive compared to the traditional methods (Avraamidou & Zembal-Saul, 2004). From the findings in the first table, it is realized that the online portfolio of teaching presents a highly motivating environment for learning.

The motivational aspect of which the online portfolio of teaching brings forth is very important since the learners are able to embrace it as they may find it easier to grasp the concepts due to the fact that they are familiar with the use of computers and their various applications.

The social learning environment that is created through the use of online portfolio enhances the relation between the individuals in the learning institution. The contemporary method of learning allows the learners to maximally exchange the information and knowledge they have in an emancipated environment. In such a case, the learners are most likely to grasp the concepts that they are being tutored. There is also total emancipation between the EFL teachers and their learners. Consequently, individuals have an opportunity to inquire any concept that they have not yet understood.

The online portfolio of EFL teaching is also acknowledged as a tool for knowledge sharing. The tutor’s work is at times reduced due to the fact that the learners do depend on their colleagues in order to master various concepts. The effective knowledge sharing in the online portfolio allows the learners to benefit fully from the various sessions (Foote & Vermette, 2001). The online method of learning is preferred by most learners since it enhances reflective thinking and assessment.

According to the findings of this research, the online teaching portfolio is highly reliable. Most of the respondents have found the online teaching portfolio to have a positive impact on their learning experience in their respective institutions of learning. Calculating the frequencies of respondents’ scores

• Through using Mahara, I have a gentle introduction to using new online learning technologies.

• My participation in Mahara Gives me a professional online presence as an
• EFL learner

• My participation in Mahara forum makes me focus my attention on the type of EFL Skill I most want to pursue and teach in the future

• The web site included a course syllabus, a sample of projects plan, sample course evaluation questions, a listing of teaching resources

• The course site in Mahara resolved many assessment problems, such as class participation.

• The course site in Mahara was easy to navigate and has a consistent look and feel.

• Participating in the course forum through Mahara makes me socially motivated to please my colleagues and my instructor.

• The social participation in the course forum through Mahara makes me motivated to use my English language skills proficiently

• I will continue to use my EFL teaching portfolio long after our course has been completed!

• My active contribution and involvement allows other students on the network to acknowledge my resources, contributions, and ideas — creating reciprocal relationships and shared understandings

• Using the course portfolio provides a durable, portable, navigable alternative to hard-copy samples

• The course website is ideal for showing help systems, interactive content, and multimedia that enhance my English language skills

• The additional feedback that peers provide is a valuable means for enriching and informing the assessment process of my English language skills.

• The course website enables any number of people to review your work pertinent to TEFL simultaneously.

• The course website is a helpful way to see other works that can help generate ideas for one’s own work and construct knowledge of TEFL.

• Through participating in Mahara forum, it makes us shift from traditional EFL teaching to online language pedagogy and course design

• Combining data from different sources through the course website leads to creation of new EFL teaching methodologies and techniques.

• Using the course website increased the number of active participations in an architectural way

• The course portfolio provides a “richer picture” of students, their learning and their competencies of EFL.

• I was actively involved in my processes of learning the language.

• The course Portfolio provides a means for me to learn to manage my English language development.

• The course Portfolio provides a means for me to learn to manage my professional development as a teacher of EFL

• The online portfolio assessment system of the course helped us to demonstrate our English language skills more completely, thus, achieve more successful outcomes.

Calculating weighted averages of scores to show the opinion of respondents on each concept:

• The Students’ opinion toward using the online portfolio as an easily accessible and motivating learning environment

Opinion	Standard. Deviation	Weighted average	Most of the time	Often	sometimes	Rarely	Almost never	Statements
			No	No	No	No	No
			%	%	%	%	%
Most of the time	.916	4.39	11	4	2	1		1- Through using Mahara, I have a gentle introduction to using new online learning technologies.
			61.1	22.2	11.1	5.6
Often	.767	3.67	3	6	9			2- My participation in Mahara Gives me a professional online presence as an EFL learner.
			16.7	33.3	50
Often	.900	3.89	5	7	5	1		3- My participation in Mahara forum makes me focus my attention on the type of EFL Skill I most want to pursue and teach in the future.
			27.8	38.9	27.8	5.6
Most of the time	.383	4.83	15	3				4-The web site included a course syllabus, a sample of projects plan, sample course evaluation questions,, a listing of teaching resources.
			83.3	16.7
Most of the time	.705	4.56	12	4	2			5- The course site in Mahara resolved many assessment problems, such as class participation.
			66.7	22.2	11.1
Often	1.003	4.22	10	3	4	1		6- The course site in Mahara was easy to navigate and has a consistent look and feel.
			55.6	16.7	22.2	5.6
Most of the time	.36703	4.2593	56	27	40	3		Overall opinion on statements
			44.44	21.42	31.74	2.38

• The Students’ opinion toward using the online portfolio as a socializing learning environment

Opinion	Standard. Deviation	Weighted average	Most of the time	Often	sometimes	Rarely	Almost never	Statements
			No	No	No	No	No
			%	%	%	%	%
Most of the time	.705	4.56	12	4	2			7- Participating in the course forum through Mahara makes me socially motivated to please my colleagues and my instructor.
			66.7	22.2	11.1
Often	1.231	3.89	7	6	2	2	1	8- The social participation in the course forum through Mahara makes me motivated to use my English language skills proficiently.
			38.9	33.3	11.1	11.1	5.6
Often	1.110	3.94	8	3	5	2		9-I will continue to use my EFL teaching portfolio long after our course has been completed!
			44.4	16.7	27.8	11.1
Often	.985	3.50	3	6	6	3		10-My active contribution and involvement allows other students on the network to acknowledge my resources, contributions, and ideas — creating reciprocal relationships and shared understandings
			16.7	33.3	33.3	16.7
Often	.66360	3.9722	30	19	15	7	1	Overall opinion on statements
			41.6	26.3	20.8	9.7	1.38

• The Students’ opinion toward using the online portfolio as a source of information and knowledge exchange

Opinion	Standard. Deviation	Weighted average	Most of the time	Often	sometimes	Rarely	Almost never	Statements
			No	No	No	No	No
			%	%	%	%	%
Most of the time	.840	4.33	10	4	4			11-Uisng the course portfolio provides a durable, portable, navigable alternative to hard-copy samples.
			55.6	22.2	22.2
Often	.873	4.06	6	8	3	1		12-The course website is ideal for showing help systems, interactive content, and multimedia that enhance my English language skills.
			33.3	44.4	16.7	5.6
Often	1.145	3.39	3	6	5	3	1	13-The additional feedback that peers provide is a valuable means for enriching and informing the assessment process of my English language skills.
			16.7	33.3	27.8	16.7	5.6
Often	.62157	3.9259	19	18	12	4	1	Overall opinion on statements
			35.1	33.3	22.2	7.4	1.8

• Students’ opinion toward using the online portfolio as a knowledge developing tool

Opinion	Standard. Deviation	Weighted average	Most of the time	Often	sometimes	Rarely	Almost never	Statements
			No	No	No	No	No
			%	%	%	%	%
Most of the time	.850	4.39	11	3	4			14-The course website enables any number of people to review your work pertinent to TEFL simultaneously.
			61.1	16.7	22.2
Most of the time	.778	4.39	10	5	3			15-The course website is a helpful way to see other works that can help generate ideas for one’s own work and construct knowledge of TEFL.
			55.6	27.8	16.7
Most of the time	1.092	4.39	12	3	2		1	16-Through participating in Mahara forum, it makes us shift from traditional EFL teaching to online language pedagogy and course design.
			66.7	16.7	11.1		5.6
Most of the time	.686	4.33	8	8	2			17-Combining data from different sources through the course website leads to creation of new EFL teaching methodologies and techniques.
			44.4	44.4	11.1
Often	.707	4.17	6	9	3			18- Using the course website increased the number of active participations in an architectural way.
			33.3	50	16.7
Most of the time	.46526	4.3333	47	28	14		1	Overall opinion on statements
			52.2	31.1	15.5		1.1

• Students’ opinion toward using the online portfolio as a tool that fosters students’ reflective thinking and assessment

Opinion	Standard. Deviation	Weighted average	Most of the time	Often	sometimes	Rarely	Almost never	Statements
			No	No	No	No	No
			%	%	%	%	%
Often	.907	4.00	7	4	7			19- The course portfolio provides a “richer picture” of students, their learning and their competencies of EFL.
			38.9	22.2	38.9
Often	.924	3.83	5	6	6	1		20-I was actively involved in my processes of learning the language.
			27.8	33.3	33.3	5.6
Often	1.338	3.56	6	3	6	1	2	21-The course Portfolio provides a means for me to learn to manage my English language development.
			33.3	16.7	33.3	5.6	11.1
Often	1.023	3.89	6	6	4	2		22-The course Portfolio provides a means for me to learn to manage my professional development as a teacher of EFL.
			33.3	33.3	22.2	11.1
Often	.873	4.06	7	5	6			23-The online portfolio assessment system of the course helped us to demonstrate our English language skills more completely, thus, achieve more successful outcomes.
			38.9	27.8	33.3
Often	.78215	3.8667	31	24	29	4	2	Overall opinion on statements
			34.4	26.6	32.2	4.4	2.2

Estimating the relationships between the five statementszA16

Correlations

		Access and Motivation	Online Socialization	Information Exchange	Knowledge Construction
Access and Motivation	Pearson Correlation
	Sig. (2-tailed)
	N
Online Socialization	Pearson Correlation	.384
	Sig. (2-tailed)	.116
	N	18
Information Exchange	Pearson Correlation	.175	.565(*)
	Sig. (2-tailed)	.487	.015
	N	18	18
Knowledge Construction	Pearson Correlation	.429	.803(**)	.701(**)
	Sig. (2-tailed)	.076	.000	.001
	N	18	18	18
Development	Pearson Correlation	.189	.593(**)	.398	.666(**)
	Sig. (2-tailed)	.453	.009	.102	.003
	N	18	18	18	18

• * Correlation is significant at the 0.05 level (2-tailed).
• ** Correlation is significant at the 0.01 level (2-tailed).

From the correlation matrix above, we find that:

• Online socialization is correlated with information exchange (56.5%) and knowledge construction (80.3%) and development (59.3%)
• Information exchange is correlated with knowledge construction (70.1%)
• Knowledge construction is correlated with development (66.6%)

Emancipated online socialization among EFL learners through e-portfolio learning usually boosts the opportunities of information exchange. The moment individuals share the concepts they have been in class, their knowledge on certain concepts that they were not aware of is highly improved. Whenever students engage in an online academic interaction, the ability of the learner to develop new ideas is highly improved. From constructing of new ideas, the development of the learners’ knowledge is highly improved.

Recommendations

The electronic portfolio of learning in educational institutions should be highly encouraged in diverse nations. This is because the use online technologies allows for easy collection and organization of data in diverse formats. This method also allows for effortless maintenance and revision of the learning materials. The internet based portfolios are also not restricted by either time or space.

There is need to implement the e-portfolio method of learning in various states around the globe. This should be done for the purpose of creating an easily accessible and motivating learning environment to all the students to facilitate an effective learning activity. This method should also be encouraged for the purpose of creating an emancipated socializing learning environment to facilitate an effortless mastering of the tutored concepts (Ellsworth, 2002). Due to the fact that the electronic method of learning is a source of both knowledge and information exchange, implementing this method will aid in enhancing an effective learning activity.

The implementation of this method will help in boosting the level of knowledge among the EFL learners. This is because the e-portfolio is attested as a basic tool for developing knowledge among the interested. The electronic method of learning ought to be encouraged to facilitate the assessment of the learners. The EFL learners will be able to gauge themselves whether they have understood the tutored concepts or not.

Due to its positive outcomes, it is needed to implement the e-portfolio program in various learning institutions. The program usually aims at raising an independent attitude toward learning a language in the students. This program is also relevant as it helps in the incorporation of multimedia technology as an underpinning of the activities done within the classroom.

It is of great importance to note that in many EFL situations, most institutions cannot afford the resources of the multimedia technology. In addition to this, the institutions lack adequate space for installation and maintenance of multimedia centers for instance ELC. This poses a challenge to most of the language tutors. They should devise ways of improving the state of their classrooms so that their students can maximally benefit from the e-portfolio learning program.

The government should take part in the provision of income for the initiation of the required multimedia centers. This is due to the fact that most governmental policies emphasize on equal learning opportunities among EFL learners. The provision of funds to develop ELC’s will give all learners an opportunity to gain from the e-portfolio of learning.

Conclusion

In colleges of education, e-portfolios are being used as tools for assessment. Others choose to create a personal e-portfolio as a collection of their college work and reflection of their experiences. An e-portfolio can also be used in support of career planning and resume building, advising and academic planning, academic evaluation and assessment, and as a tool for self-reflection. Indeed, there are many valid reasons and practical applications for the creation of an e-portfolio—and as multimedia technology continue to evolve and more students gain access to e-portfolio software, the adoption of e-portfolios in higher education will continue to increase.

The idea behind the e-Portfolio is that students should be able to use their own tools for learning. Weigel (2002) stated that:

The e-portfolio tools that students will use will be those that are easy for them to use and that will let them use the media and communications methods that they are using in their everyday lives. The tool must motivate the student. The tool must have an interface and features that motivates the students; it must have something that makes them want to use the tool for their own enjoyment. (p. 88)

My suggestion is simple: to implement a program that seeks to raise in the student an autonomous attitude toward learning a language and the integration of multimedia technology as a reinforcement of in-classroom activities.

It is important to recognize that in many EFL situations not all schools have the resources and space to install and maintain a multimedia center like the ELC. Nevertheless, it is a challenge for language teachers to seek ways to improve our classes.

It is also important for governments of different states to chip in order to enhance effectual EFL learning methods. Since this is a global issue, the governments should help by providing funds for creation of space and initiation of multimedia centers. Through this, all EFL learners will be able to achieve the utmost benefit from the electronic based method of learning.

References

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Avraamidou, L. & Zembal-Saul, C. (2004). Exploring the Influence of Web-Based Portfolio Development on Learning To Teach Elementary Science. Journal of Technology and Teacher Education, 11(3), 41-42.

Barrett, H. (2000). Create your own electronic portfolio. Learning and Leading With Technology, 27(7), 14­21.

Batson, T. (2002). The Electronic Portfolio Boom: What’s It All About? 16(5), 14-17.

Campbell, M. I., & Schmidt, K. J. (2005). Polaris: An undergraduate online portfolio system that encourages personal reflection and career planning. International Journal of Engineering Education, 21(5), 93-94.

Chamot, U. A., & O’Malley, M. J. (1994). The CALLA Handbook: Implementing the Cognitive Language Learning Approach. Reading, MA: Addison Wesley.

Chen, M. Y. (2005). Peer and Self­Assessment in EFL Classrooms: Selected Papers of the Fourteenth International Symposium on English Teaching. Taipei: Crane Publishing.

Dickinson, L. (1987). Self instruction in Language Learning. Cambridge: Cambridge University Press.

Ellsworth, J. (2002). Using student portfolios to increase reflective practice among elementary teachers. Journal of Teacher Education, 53(4), 52-70.

Foote, C.J., & Vermette, P.J. (2001). Teaching portfolio 101: Implementing the teaching portfolio in introductory courses. Journal of Instructional Psychology, 28(1), 31-37.

Hartnell-Young, E. & Morriss, M. (2007). Digital Portfolios: Powerful Tools for Promoting Professional Growth and Reflection, Thousand Oaks, CA: Corwin Press.

Heath, M. (2002). Electronic portfolios for reflective self assessment.Teacher Librarian , 30(1), 19-23.

Huang, H., & Hung, S. (2010). Effects of electronic portfolios on EFL oral performance.The Asian EFL Journal Quarterly , 192-212.

McIsaac, S. M., & Gunawardena, C. N. (1996). Distance Education. New York: Simon and Schuster Macmillan.

O’Malley, J. M., & Valdes, L. (1996). Authentic assessment for English language learners: Practical approaches for teachers. New York: Addison Wesley Publishing Co.

Pullman, G. (2002). Electronic portifolios revisted. the efolios project, computers and composition , 19(1),151-169.

Sherry, A., & Bartlett, A. (2005). Worth of electronic portfolios to education majors: A two by four perspective. Journal of Educational Technology Systems, 33(4), 39-49.

Wade, A., & Sclater, J. (2005). An Electronic Portfolio to Support Learning. Canadian Journal of Learning and Technology, Volume 31(3), 35-38.

Wade, R.C., & Yarbrough, D.B. (1996). Portfolios: A tool for reflective thinking in teacher education. An International Journal of Research and Studies, 12(1), 63.

Weigel, V. (2002). Deep learning for a digital age: Technology’s untapped potential to enrich higher education. San Francisco: Jossey-Bass

Emirati Women And Barriers To E-Commerce In The UAE

Abstract

Women form a very important part of Emirati society. The days when women were expected to sit and wait to be provided with basic needs by their husbands are long gone. Currently, women have asserted their authority in various sectors of the economy. They are part of the driving force in most of the companies around the country and in society in general. They form the largest percentage of shoppers in this country and they hold very influential position in various firms in the United Arabs Emirates. The world is first embracing technology and one of the best technological inventions in the business world is e-business. E-business is very important both to the customers and to the business units. As women are gainfully employed in various firms unlike before, many families find that they lack time to spend going to the shopping centers. The invention of e-markets, therefore, comes in handy in enabling them to get access to what they need with just a click of the button. To the business unit, e-commerce has broken the geographical barrier. It is now easy to trade in various locations without the need to have a physical facility in that area.

Despite the obvious advantages e-commerce promises to bring to firms willing to embrace it, some challenges are associated with this firm. Emirati women are associated with some of these challenges. Their role in the perception of barriers to e-commerce in this country is critically analyzed in this research. This research specifically focuses on the actions of women that may be seen as a hindrance to e-commerce. The research takes the quantitative approach to address this issue.

Introduction

Technology has completely transformed the face of the earth. The emerging technologies have brought new approaches to doing business. Communication has greatly been improved, following the invention of new communication tools. E-commerce came into existence, thanks to the improved technologies in the world. Many businesses have embraced e-commerce as a way of reaching out to their customers. The brick-and-mortar markets are still popular. However, the current trend indicates that this will change very soon. Electronic commerce is gaining popularity at a very rapid rate (Nelson, 2006). The current working class has very little time to spend shopping around. For this reason, they prefer shopping online in the comfort of their offices or at home. This saves their time and provides them with enough time to ‘visit various stores’ online and compare their prices. As such, many businesses have therefore gone online. E-commerce is growing at an unprecedented rate and as things stand currently, no business can afford to operate without it.

The United Arabs Emirates is one of the leading business hubs in the world. Dubai is one of the leading business cities and is very popular in the emerging economies. It has actually displaced the United States as the leading exporter of various manufactured goods to Africa and other emerging economies. Firms in this country have been keen to ensure that they embrace e-commerce in order to be in a position to manage market competition (Rodgers & Maryanne 2003). However, research shows that when implementing this technology, there is always a difference in the way men and women act. Women tend to be conservatives when it comes to the implementation of emerging technologies. They are slow to adapt the emerging technologies.

E-commerce has experienced some barriers in this country, some of which have been associated with women. It is therefore very important to analyze the role of Emirati women in perception of barriers to e-commerce in the United Arabs Emirates. The fact that women are slow to adopt new technologies plays a big role in creating challenges for smooth implementation of e-commerce in various businesses in the country. This is specifically so because there has been a consistent increase in the percentage of women in the corporate sector of the country. With their increased number, it becomes a big challenge if they cannot adopt technology at a rate that is required (Akhter, 2008). The cost associated with e-commerce is another factor that has made some firms not move with speed to embrace e-learning. However, this study will focus on the role of women in the perception of barriers to e-commerce in this country. The paper seeks to investigate the role of gender in the perception of barriers to e-commerce in the United Arabs Emirates.

Literature Review and Research Question

Introduction

In every research, the researcher needs to formulate questions that would help in guiding the steps towards data collection and analysis. In this research, literature review was very important in guiding the process of data collection. The research question was developed at this stage because it was important to guide the kind of literature that the researcher would be exploring. It would help the researchers determine which secondary sources were relevant and which were not. This is very important as it helps in eliminating irrelevant works of literature. The following question was formulated to help guide the research.

What is the general perception of women towards adoption of e-commerce in various firms within which they work?

“The association between e-commerce barriers and gender has not been explored in-depth, even though it has implications for the adoption of this technology” (Kolsaker & Payne, 2002). As evident from many developed nations, the role of women in issues that affect the economy cannot be ignored. The difference between the way men and women perceive issues needs to be addressed effectively to allow consistency.

A study carried out by MacGregor & Vrazalic (2008) reveals that men and women face different challenges as business managers and entrepreneurs. “Addition findings from the study reveal a greater differentiation of barriers within male owned/managed SMEs, which suggests the need for more customized e-commerce adoption program in these organizations” (MacGregor & Vrazalic, 2008). Differing levels of appreciation for e-commerce between men and women could slow down the level of growth in its application. It is important that women develop the same level of appreciation for e-commerce as men to allow its development.

Issues that concern men in business management further differ from those which women would be concerned about (Whitehead & Roy, 1999). While women are more concerned about details, men tend to pay attention to cumulative progress. Their management styles further differ as explained by Hersey, Kenneth, & Dewey (2008) who point out “female managers of small business are more comfortable with giving instructions to staff through informal conversation than are their male counterparts”. Communication and problem-solving strategies further differ. “While men will stress the role of power, female managers stressed the importance of interpersonal communications.”

Gender differences in the perception of e-commerce

Gender plays a significant role when it comes to adoption of new technologies and business practices. The differences arise from the way men and women perceive the importance of a certain technology, its benefits and challenges. A study conducted in Australia by (MacGregor & Vrazalic, 2008) reveals that there is no major difference between the way women and men view e-commerce, but reveals a difference in the way men and women react to technological problems facing their businesses. In a study conducted on small business owners, the results reveal that men are less concerned about new technologies for their businesses and felt they do not need them. Women on the other hand are more receptive as far as new technologies are concerned. They are keen on understanding how the technologies could benefit their businesses and how easily the technologies can be integrated into their businesses.

In the UEA, differences in gender arise from many other factors. The level of literacy among women is lower compared to that of men. This makes it more difficult for a larger number of women to appreciate and use new technologies in the market such as e-commerce. It may not be easy to shop online if one does not understand the technical language associated with some parameters of an online transaction.

Managerial differences between men and women

As Carter (2000) explains, “studies conducted in the past on the role of gender in business management have revealed that women and men have very different management approaches. Studies in Europe, Scandinavia, and the US show that females saw the small business sector as a means of circumventing the ‘glass ceiling’”. The studies further reveal that growth of females in the sector in Australia is over four times that of males (Rodgers & Maryanne, 2003). Even in this situation, the reality is still to catch up with an environment where men and women should enjoy equal chances in business management. “The successful managerial stereotype remains masculine-self confident, dominating, competitive, decisive, aggressive, and independent.”

Cultural conditioning and gender stereotyping further create big differences in the way women approach technical issues and solutions at work, as well as how they develop teams to manage challenges at work. Women are more likely to use their positions to create an environment where people are supported and nurtured. Men on the other hand use senior positions to create hierarchal environment where nothing short of obedience is expected. The environment supports issuing and receiving orders, as well as authority. Women grow up knowing how to be responsible and handle easy things that have well-defined futures. As a result, technical issues, which can be hard to predict, become hard to manage.

Further differences arise from the way men, women perceive issues, and at what level of priority they place them. According to Carlin (2009), “Females perceive technical issues to be a more important barrier than organizational issues.” Men on the other hand are more concerned with the development of a plan on how a new aspect will help develop the plan. MacGregor & Vrazalic (2007) explains, “By contrast, male SME owners/managers are more concerned with the sustainability and of e-commerce in the organization, implying the need for a different focus in e-commerce initiatives”, echo this.

Men and women adopt different strategies in the way they handle business-related issues. Furthermore, they have different preferences and strategies as consumers. These differences are widespread and revolve around adaptability, attitude regarding new business paradigms, and the perception of risks (Akhter, 2008).In the Middle East, there are few economic and political opportunities for women as compared to what is available for men. This has been the trend for long as men and women continue to assume different roles in the society. This trend is explained in the gender role theory which explains that boys and girls assumed roles that were assigned to them as they grew up, roles that they have to keep up with even as men and women. In the Middle East, women are considered homemakers while men are considered as the providers. This means that men are constantly involved in different economic activities to earn a living for themselves as well as for their families.

Because of their strong physical features, men are considered the stronger sex. The more economic responsibility is placed on them leaving them in a position where they are constantly interacting with social and economic activities. Women were and still are considered in some parts of societies as the weaker gender and are assigned less aggressive duties such as taking care of children. In the UAE, the situation is slowly changing and women have access to more economic activities. Women today have access to education, formal employment; they have rights to entitlement and have legal representation when need be. As a result, they are more involved in economic activities and can easily relate to different economic paradigms.

E-commerce and gender in the UAE

E-commerce is increasingly becoming a popular aspect of many businesses. This is so in both developing and developed worlds as businesses try to reach global markets. In the last decade, there has been increased rate at which businesses adopt e-commerce as a strategy in improving their level of performance in the contemporary competitive market. However, several barriers have delayed the adoption of e-commerce. One of the main barriers to e-commerce is gender.

However, it remains that the role of gender in the perception of issues affecting e-commerce has not been investigated comprehensively. This is despite the fact that gender influence is a formidable force in many aspects of life and even technology. This paper seeks to understand the differences between men’s and women’s perceptions of challenges facing e-commerce and significant barriers in UAE. The country is considered the pioneer of gender empowerment in the Middle East and therefore, a study carried out in the region can be used to come up with significant recommendations even for the other countries in the region. In the past, researchers have put more interest in the differences between men and women in social issues, making it difficult to access literature on gender differences where technical matters are concerned.

There is a significant difference in the perception of barriers to e-commerce between men and women. In order to eliminate the barriers to e-commerce, there is a need to have a clear understanding of various perceptions of these barriers in order to come up with necessary solutions. Gender has a major role in the perception of these barriers, which are encountered in the adoption of e-commerce in the UAE. This part of the paper will analyze the role of gender in the perception of barriers to e-commerce in the UAE. The research methodology will be designed in a way that allows men and women to share their views on different aspects of e-commerce. The differences in their views will then be used to formulate arguments, conclusions, and recommendations for the paper.

Since the introduction of the internet, e-commerce has become very common in conducting various business activities all over the world. E-commerce has brought significant changes in the community in various aspects. It has also brought changes in the social environment. Adoption of e-commerce has helped in elimination of various barriers in international trade. Organizations can now use various information and communication technologies in different business activities. However, e-commerce has not yet achieved its potential in the international market. In Arab countries, e-commerce is still far away from reaching its potential level. This is despite the significance of its impact on the global market.

A number of barriers have faced the adoption of e-commerce by many businesses in UAE. One of the main barriers is the cost. The adoption of the current technology usually requires a significant amount of capital in its implementation. Many organizations are however not ready to incur such expenses. Another barrier in adoption of e-commerce is complexity involved in its implementation. This kind of technology requires an organization to adopt several changes in its operations. For instance, it may face resistance in an attempt to implement these changes. When resistance takes place in an organization, it usually has a significant implication in various business operations. Some organizations may also not be in a position to access the necessary resources required for the adoption of this kind of technology. In addition, security concerns are also a major barrier in the adoption of e-commerce among others. As a result, adoption of e-commerce in the UAE has not been successful as expected.

As already noted, there are a number of barriers to E-commerce in the UAE. These barriers have obstructed the adoption of E-commerce. Although there have been several studies carried out on the possible barriers to E-commerce, there has not been adequate effort made to examine the association between e-commerce and gender in the UAE. This is despite the fact that it has a significant implication in adoption of technology in day-to-day operations in UAE.

As seen earlier, there is a significant difference in perception of the barriers to e-commerce from both men’s and women’s perspectives. According to previous studies, it has been revealed that women perceive technical issues to be more important than the organizational issues (Schniederjans & Cao, 2002). This implies that women take the technical problems with more seriousness than organizational issues. For instance, they perceived the compatibility of the technology to have a major impact on e-commerce and its application in an organization. On the other hand, men emphasize more the suitability as well as the fitness of the e-commerce in an organization. This calls for having a more modified approach in the adoption of e-commerce in an organization.

The issue of gender has many implications in today’s business world. A number of questions are raised because of gender-related differences. Several aspects in the workplace are to some extent affected by the gender differences. For instance, the ability to use mathematics as well as fight stress in the workplace is usually different across the gender. In the traditional way of production, the men (Marchall, Michael & Elnora, 2006) dominated the business. Things have however changed. Women are now actively involved in day-to-day business operations in the UAE. In the traditional economy, the main economic activities were manufacturing oriented which was more dominated by men (MacGregor & Vrazalic, 2007b). This has been modified to a more retail and service-based economy that has encouraged more participation of the female gender.

There are several reasons that can be the possible causes of the differences in perception of these barriers from different people of a different gender. For instance, females are seen to be more comfortable when giving instructions through informal instructions than their male counterparts (Schniederjans & Cao 2002) are. Most of the male managers for instance are seen to stress the use of power in management. On the other hand, the female managers are seen to stress the importance of interpersonal communication in day-to-day operations in an organization (Kolsaker & Payne, 2002). Because of these differences, varying perceptions have also emanated from these differences.

It has also been realized that women are more reluctant to accommodate social business networks than their male counterparts (Gebler, 2011) are. As a result, women are not in a better position to attract investment partners or even partners who will be in a position to use such networks to attract technical assistance. This is despite the importance of such partnerships in the contemporary business world. As already noted, women are more concerned with technical difficulties. They take technical difficulties with more weight. On the other hand, male managers do not consider technical difficulties as a major intricacy.

Despite these barriers, several attempts have been made in an effort to mitigate these barriers. For instance, the technical barriers involving compatibility are expected to be minimal after the adoption of extensive markup language (Carter, 2000). By adopting this strategy, the problem associated with interoperability setbacks, which have been a major barrier, will be eliminated. This will promote the adoption of e-commerce in an organization largely.

From the above discussion, it is clear that there are significant gender differences in perception of the barriers of e-commerce. Women are more concerned about the technical barriers to e-commerce. They view the factors that are related to technology to pose a significant barrier in the attempt to adapt to e-commerce. On the other hand, men are more concerned about the suitability of the e-commerce as well as its fitness in an organization. However, both perceptions are significant in promoting e-commerce.

This section of the research will address the following question: does gender play a role in the perception of barriers to e-commerce in the UAE?

Conclusion

“Modern economic roles and social status reflect both change continuity for women” (Powell, 2010). This is evident from the number of girls and women who have access to education today. As Rodgers & Maryanne (2003) observes “schools and universities are segregated, and levels of enrollment of girls and their performance are impressive.” Gender plays a significant role when it comes to the adoption of new technologies and business practices. The differences arise from the way men and women perceive the importance of a certain technology, its benefits and challenges. A study conducted in Australia by (MacGregor & Vrazalic, 2008) reveals that there is no major difference between the way women and men view e-commerce, but reveals a difference in the way men and women react to technological problems facing their businesses.

Furthermore, it is evident that women are more reluctant to accommodate social business networks than their male counterparts (Gebler, 2011) are. As a result, women are not in a better position to attract investment partners or even partners who will be in a position to use such networks to attract technical assistance. This is unfortunate considering the importance of such partnerships in the contemporary business world. The fact that women are more concerned with technical difficulties and take technical difficulties with more weight should be used to support them develop and adopting e-commerce as entrepreneurs and as consumers.

Despite all the challenges and issues arising, one of the biggest strengths possessed by women is the capacity to multitask. They are capable of managing various social and financial activities at the same time. Furthermore, women adapt to challenges easily and are able to move on. These strengths should be used for the development of e-commerce in the UAE. Previously, women were considered as homemakers with little involvement in matters that affect the economy of a country. The situation has changed in the UAE and women are increasingly finding themselves on the frontline on economical matters. As evident from developed nations such as the European region, it is evident that involving women equally had significant benefits to the development of business paradigms in a country.

Data Collection

Introduction

This chapter focuses on various aspects of research development. It includes methods of data collection, analysis and presentation procedures. Every research project applies a certain research method to achieve its objectives depending on its goals. The methods used to conduct research in this project are compared closely with the methods proposed in the project proposal (Anderson, 2004). This was so because the project proposal had been proven to be workable. In research, design deals primarily with aims, uses, purposes, intentions, and plans within the practical constraints of time, location, money, and availability of staff (Hakim, 2000).

In this study, the researcher randomly picked a sample population from various firms in Dubai. The respondents were briefed in advance. This was necessary to ensure that respondents were prepared psychologically for the task ahead. This would also help in ensuring that response was given in time to allow timely analysis. The study population was also amicably informed in order to get prepared for the study. Briefing was important because it could enhance reliability of the study. It is also ethical to inform people before researching them (Badenhorst, 2007). The findings were also made public to the researcher as one way of ensuring morality in the study.

Furthermore, the researcher observed researcher-researched ethics by keeping away from criticism. This chapter also focuses on the literature review as one of the methods used in collection of secondary sources of information. It gives the reason why literature review was used as a method to collect data. The chapter gives an overview of the purpose of collecting and analyzing data and the basic questions used to gather the desired responses.

The chapter brings back the research hypotheses. This is important because it is at this stage that the researcher goes into the field to gather information. It is therefore necessary that the research hypotheses are brought to focus because they would be the guiding light in the process of gathering data (Baily, 1996). The researcher would be trying to confirm the hypotheses. In order to eliminate criticism, this chapter clearly states the scope of the study. There are limits beyond which this research may not hold because of the method used in data collection and analysis. It is therefore important that limitations are clearly stated to make it clear to readers of this material how far this research reveals what it purports to.

Since the main method of data collection was primary source, the questionnaire was the main instrument used to collect data. This chapter brings out the questionnaire format, reasons for choosing this format, its advantages and disadvantages. In a research process, sampling is very important because a certain population can be too big to facilitate a study of the whole population (Bell, 2001). This chapter discusses research design and methods of sampling, giving their advantages and disadvantages, and the determination of the sample size. Also discussed in this chapter is the data analysis technique. In so doing, the researcher hopes to bring to focus the channel through which data would be collected. This is not only meant to bring clarity to this research but also help young researchers who will be interested in furthering research in this field to know the steps necessary to reach the desired results in a given research. The researcher has ensured that the methodology is not only important to the professionals in the financial sector, but also other related sectors such as insurance, marketing, and procurement.

Quantitative research method

Quantitative research is a kind of study that utilizes figures to arrive at certain conclusions (Hakim, 2000). In this regard, the research will take the form of a survey, whereby the researcher identifies the sample and posts questionnaires to them. In this research, there was need to compare the relationship between variables in order to establish cause and effect

The researcher was interested in knowing how different factors (independent variables) had effect on the role of Emirati women in the perception of barriers to e-commerce in the country (dependent variables). This demanded a method that would be objective and able statistically to generalize the findings. The quantitative method was found to be the most appropriate method to use in this research.

Quantitative research involves systematic empirical study of a phenomenon by use of statistical tools. Its main objective is always to employ mathematical theories and models in developing its generalization (Anderson, 2004). Therefore, the quantitative method would help in this research. It would enable the researcher to test the hypotheses put forth for validity and allow the use of a sample as a representation of the entire population. It would help the researcher to determine the role women play in various firms they are in within this country in enabling businesses to embrace e-commerce. The quantitative method would also help in knowing if there is any relationship between the performances of the two genders in embracing technology.

Although qualitative methods were traditionally used in social science and would have been appropriate in this research, it is not able to give empirical support for research hypothesis. Qualitative methods explain why a given pattern of events has taken place the way they have (Vogt, 2007). On the other hand, quantitative methods explain what and when of phenomena. Ethnographic research and phenomenology as approaches to qualitative research would have been appropriate.

Scope of Data Collection

Primary data for this research was collected from various customers and employees of various mid-sized firms within Dubai. This data was collected with the help of a questionnaire. The scope of data collection was limited to the two categories of individuals. This was because of the time that was available for the research. Because most of the employees and customers were Emirati nationals, they clearly understood the social structure of the Emirati society and therefore were in a position to respond appropriately to questions regarding the society of the United Arabs Emirates. The research model below shows the stages that the researcher followed in collection of data, its analysis, the discussion, and then conclusion.

Research Model

This research utilized quantitative research methods in conducting the study and collecting data. Quantitative research was used because it aims at summarizing data mathematically. In this regard, the research took the form of a survey, whereby the researcher identified some individuals and posted questionnaires to them. The sampled population was selected randomly in order to eliminate biases. The researcher made follow-ups by conducting respondents on phone. Interviewing is another method of data collection that was used in this research. The researcher extracted more information from respondents by calling them.

The researcher developed the model below to help demonstrate the relationship between the dependent variables and independent variables. The independent variables have impacts on the dependent variables. The four independent variables, though related to some extent, will finally influence the successful implementation of e-commerce.

Technological inventions require technical knowledge for there to be compatibility. It also requires a good perception by the involved parties for it to be embraced in the firm. With a positive perception towards technological inventions and presence of technical knowledge in the firm, it would only require proper administrative strategies by the management to ensure success in the implementation of e-commerce. The variables are interrelated. For instance, technological invention will influence perception of the concerned individuals, but at the same time, it depends on the perception of this individual to prosper. The above variables help demonstrate factors that affect perception of women towards e-commerce, and how this perception would influence their managerial strategies. Finally, they would have an impact on how successful the firm would be in implementing e-commerce strategies. The research was done on a sample of the entire population. From this sample, the researcher generated data by formulating questions that would lead to the desired answers. To help focus this research, hypotheses were developed in order to create a vision of the research. Questions were therefore designed to respond to them. The questions were meant to generate answers that would either confirm or reject the hypotheses. The questionnaire was designed to reflect on this requirement.

Questionnaire design

There were two key methods used to gather information in this dissertation. The first one was through a questionnaire, which was electronically delivered to the sample population in Dubai. The questionnaire sought to capture various attitudes of the sample population regarding their opinions on the difference in perception of barriers to e-commerce between Emirati men and women. The second source of information used for the research was literature on various aspects of e-commerce in general, and the operational activities that take place within the selected firms in specific. The focus of the literature review was to find information on the application of motivation techniques within the workplace and also to determine the current state of research in relation to e-commerce. The questionnaire had four parts.

The first part sought to capture the background information of respondents. The second part dealt with the demography and gender of the respondents. This was to ascertain the prevalence of views in various categories in order to ensure that if any differences came about, then they would be captured in their demographic space. The third part dealt with academic credentials and work experience of the respondents. The motivation for this section came from the understanding that different sections of population respond differently to issues, based on age and academic credentials. The fourth part delved into the specific issues relating to the perception of Emirati men and women on barriers to e-commerce within the United Arabs Emirates.

The questionnaire also employed a mix of open and closed-ended questions to capture different aspects of issues studied. Open-ended questions were used because they give respondents more time to figure out their opinions, which would make them volunteer more information related to feelings, outlooks and comprehension of the subject (Murray, 2006). This would allow a researcher to understand the position of respondents as regards feelings. Open-ended questions minimize some errors that could have been created in the course of research. Respondents rarely forget answers if given an opportunity to respond freely. Furthermore, respondents cannot ignore some questions because they must go through all of them. Open-ended questions generate data that can be used in data analysis by other researchers. In other words, they allow secondary data analysis. On the other hand, closed-ended questions are analyzed easily. That is why they were used in this study (Taylor, 2005).

Each response can be coded for statistical interpretation. Nonetheless, closed-ended questions are compatible with computer analysis package. The technique is more specific meaning that its answers are consistent in all conditions. Finally, closed-ended questions take less time to administer unlike open-ended questions, which are detailed hence time-consuming.

The questionnaire was sent to respondents online. The researcher arrived at this decision after considering time and resources. The method is less time-consuming and very effective. Furthermore, the method allows respondents to reflect on the questions and answer them accurately (Andrzej, & Buchaman, 2007).

The literature collected provided information regarding various theories related to e-commerce, which is spread across the last ten years. The body of literature availed several theories dealing with sampling and sample designs in the business world and performance issues in the context of human resource development in various industries. Finally, the literature provided information on the state of research in the field. Various researchers have conducted studies on various elements of social differences between men and women and their effects on motivation (Kumar, 2004). This gave the study a sound academic backing and a strong basis for drawing comparisons and conclusions.

The use of the questionnaire made it possible to capture issues that are unique to e-commerce. This is because there was no accessible literature with required degree of relevance to the subject matter of the role of perception of women to the barriers of e-commerce in the UAE. The targeted sample population responded to the questionnaires, which were electronically delivered to them.

Sampling method was used for this survey.

Some factors should be put into consideration when choosing the right method of sampling in any given research project. In this research, precision was needed. The best method that would lead to the desired results was stratified sampling (Calabrese, 2006). As stated above, this method is simple to use and it is appropriate when one intends to use data quantitatively. The researcher settled on this method because the research population could be divided into subgroups for clarity purposes. The sample would then be divided into subgroups so that each group gets equal representation. Having identified the two strata as male and female members of the society, the females were given more weight because of the significance of their answers to this research.

Determination of the sample size

As stated above, in a study, there is always a need to have a sample population. This population will be representative of the entire population. The selection of this sample must therefore be designed in a way that would give the expected results. Generally, two constraints would help in the determination of the sample size: time and financial resources (Hughes, 1997). Time is very important in determining the sample size. If a researcher has a lot of time to conduct the research, it would be appropriate to consider using a larger sample size. However, in case the time available for the same is limited, then the researcher would be forced to limit the sample size to be in a position to conduct the entire research process successfully. Another constrain is the available finance for the research (Krathwohl, 2004). The process of collecting data and its subsequent analysis can be very expensive. For this reason, a researcher would determine the sample size based on the available finance. In the research, the sample size was chosen based on the two constraints given above and the five factors stated below.

1. The variability of the population under study: There are instances where the items under study exhibit differences in characteristics, making it very difficult to choose a representative sample. Barzun (2004) explains that in cases where the study population does not exhibit serious differences in characteristics, it would be recommended that a researcher use a smaller sample as a representative of the entire population. However, if the study exhibits many differences, then it would be appropriate to use a larger sample as a representative. The researcher would be forced to look for all the varying attributes and include each of them in the sample (Taylor, 2005). In this research, it was noted that there was no big difference in character of the people under the study.
2. Confidence level: In every research, there is a given level of confidence desired by any research. Hoyle (2002) asserts that this precision will determine the sample size to be used in the study. In most research, a confidence level of 95 percent is always recommended. Depending on the sensitivity of the issue under investigation, the percentage can be more or less than this standard value. In this research, it was necessary to produce a report that has standard level of precision. The sample population chosen was able to provide this.
3. Margin of error: When a sample is taken to be representative of the population, the result would not always be an exact value. There will always be a variation between the actual value of the population, and the value given by the sample. The aim of every researcher is to ensure that the difference between the actual value of the population and the value is given by the sample taken is as close as possible. The larger the sample size, the smaller the gap between the value of the population and that of the sample (Baily, 1994). By taking into consideration constraints, a researcher would determine the sample size that would give a value close enough to the value of the population. The sample population gave closely related answers, depending on their gender. The researcher was therefore convinced that the sample size chosen would produce a value that has minimal difference with the value of the population.
4. Population proportion: When a researcher sets to conduct a study in a given field, there are always characteristics that would be considered desirable for the research. According to Bak (2004), not all items in the population have the desirable characteristics that would enable success in the research. The researcher would hence be tasked with the duty of determining the proportion of the population that has characteristics that are desired in the study. This may not be easy because it may demand interaction between the researcher and the entire population of the study to determine the proportion with the desired attributes. It may be costly in terms of time and other resources. In this research, it was easier to determine the population proportion that would provide the desired results for the study.
5. Population size: The total number of items in the study would always determine the sample size. Bouma (2000) says that it is always desirable to have a sample size that would properly represent the population. A large population would demand a larger sample size, and vice versa. In social science, it is always recommended that the sample size be about five percent of the population. This percentage would be higher if the population is smaller. Conversely, it would be smaller if the population were too large (Goddard, 2001). The researcher used a sampling formula by Ewens (1972) to calculate the sample size of employees for the study.

Description of Data and Analysis Techniques

Analysis of research questions

The following question was formulated to help guide the research. Having confirmed from the literature review that a difference in the rate at which men and women in the UAE perceive barriers to e-commerce exist, the researcher developed this question to bring to focus the effect this has on e-commerce within the country.

What is the general perception of women towards adoption of e-commerce in various firms within which they work?

The analysis of the research question will be done through SPSS. The data will be entered into the SPSS sheet and specific questions relating to the above research question will be run. The output will be found based on the percentage. The result would be based on the percentage rate of those who will be confirming or refuting the claim. The result will be given in tables and graphs.

To test whether there is a significant difference in the perception of men and women towards e-commerce by virtue of their gender, a chi-square of equal proportions will be applied using SPSS. The findings will be given in the form of a table.

From the result, the researcher will determine the chi-square value and compare it with the p-value. The p-value for this research is 0.05. Depending on the value that will be obtained, the researcher will get to determine the result of this question.

Testing the research hypotheses

According to Hoyle (2002), every research in social science sets forth to prove that a specific phenomenon occurred. Conducting a research is like a walk in the desert without a guiding map to show clear directions that should be taken in order to reach the desired destination. Hakim (2000), warns that care should be taken by every researcher when researching to ensure that he or she does not wander off the focus of the study just by the sheer wonder of the research in question. A path should clearly be set, upon which the research would take on reaching the desired solution.

Research hypotheses always provide solutions to this. Gupta (2002) defines hypothesis as a proposition made by the researcher about the research upon which the research would try to determine if it is true or otherwise. It is kind of a proposal or a guess that the findings of particular research would be in a particular way. As Hoffman (2001) notes, a research would always have two hypotheses for every single desired result. A research paper should always have null and alternative hypotheses. The null hypothesis would always refute the claim by saying that the proposition does not hold. On the other hand, alternative hypotheses would always try to affirm that the proposition set by the researcher holds. A test would always be conducted on the null hypothesis to reject it. When the null hypothesis is rejected, the alternative hypotheses will automatically hold, because the two are opposites. It is always every researcher’s desire to reject a null hypothesis because when a research accepts a null hypothesis, it would render the whole research unnecessary. It would be rejecting the proposition made by the researcher, a fact that would render the research null and void.

In analyzing the research hypotheses, the researcher would always set the significance level, always expressed as a percentage (Gusti, 2011). This percentage would be the limit within which the researcher would accept a null hypothesis. If the limit were surpassed, it would be said that there is significant difference and therefore a null hypothesis is rejected. Setting the percentage too high would be increasing the chances of confirming a given hypothesis, but it would reduce the accuracy of the research. Setting this percentage too low would increase chances of rejecting the hypothesis and increase chances of accuracy. In most the social sciences research, 5 percent is always acceptable as the standard significance level. As earlier stated in the assumptions above, this study takes 5 percent as its significance level. The researcher would test this hypothesis by analyzing the data gathered from both the employees and customers

Below are the three null hypotheses that the researcher wishes to test and reject in order to accept the alternative hypothesis, which would help in validating this research:

H1o. There is no difference in the perception of barriers of e-commerce between Emirati men and women.

This is the main hypothesis of this research whose rejection would validate the need for this research. By accepting this hypothesis, it would be a clear sign that the research confirms that there is no significant difference in the perception of barriers of e-commerce across the genders. The researcher wishes to reject this hypothesis.

The researcher will run the SPSS relevant to this hypothesis and determine whether the data collected confirms or rejects the hypothesis.

In order to test whether there is a significant difference in the perception of Emirati men and women towards e-commerce, chi-square for equal proportions will be applied using SPSS. By running the inferential statistics, the research findings can be generalized to the wider population within the sample drawn.

The next hypothesis was formulated to determine if there was difference in the way the two genders implemented strategies of e-commerce.

H2o. There is no difference in the implementation strategies of e-commerce between the two genders in the UAE.

The researcher wishes to reject this hypothesis from the data that will be collected. The significance level will still be maintained at 0.05, which translates to a 95 percent level of accuracy. The results will be put on tables and graphs to enhance understanding

If the above null research hypothesis is rejected, the alternate hypothesis would be accepted that there is a significant difference in the implementation strategies of e-commerce between the two genders in the UAE.

The hypothesis below was developed to ascertain the difference in the level of customers in the bank’s two branches.

H3o. No relationship between the perception of risks to e-commerce and the strategies that an individual would take in adopting e-commerce within an organization

The null research hypothesis above will be analyzed by running the data in the SPSS sheet to obtain the result. The researcher wishes to reject this hypothesis.

In order to test whether there is a significant relationship between strategies employed in adopting e-commerce and the perception of barriers to e-commerce; chi-square for equal proportions will be applied using SPSS.

If the null hypothesis were rejected, it would be concluded that a relationship between the perception of risks to e-commerce and the strategies that an individual would take in adopting e-commerce within an organization exists. This would mean that the alternative hypothesis below would be accepted.

H3a. There is relationship between the perception of risks to e-commerce and the strategies that an individual would take in adopting e-commerce within an organization.

Confirmation of this hypothesis will not only support the main hypothesis (the first hypothesis) of this research, but also give more clarification on the manifestation of this difference. It would point out some of the factors that have facilitated the difference stated in the first hypothesis.

Sensitivity Analysis

In every research finding, the correctness is always very important because an action may be taken upon the findings and recommendations of a given research. In case the result deviates from the truth by a considerable wide margin, it can result in serious consequences, especially if the action taken is of great impact (Barthe, 2010). However, it is worth appreciating that human being is prone to making errors on a number of occasions. This error can be in the process of input of the data or its analysis. Whichever point it may arise from, the consequences of such errors may be adverse if action were to be taken upon its recommendation. Sensitivity analysis is therefore important in mitigating such errors in a report. It helps in determining how robust a given research is.

In this study, the researcher appreciates the fact that such errors may occur. For this reason, there is need to develop measures that would help validate this research.

In this research, the main aim was to determine role of Emirati women in the perception of barriers of e-commerce in the United Arabs Emirates. However, this could only be done if there was a comparable difference between male and female branches of the bank. Reliability and Validity studies below help further explain how this research ensured that it maintained correctness of the findings.

Validity

The validity of a measurement instrument can be measured by the degree to which the instrument measures accurately what it is supposed to measure In this survey, content validity was measured where the representativeness, or sampling adequacy, of the content of the measurement instrument was checked with the help of experts in the field. In this study, the validity of the instruments was preserved ensuring the accuracy of the measurement where each variable’s indicators of existence were extracted solely from the literature of the work of previous researchers in well-established papers.

In this study, internal validity was ensured by checking the representativeness of the sample. The researcher ensured that the sample used, captured all-important characters at various sampled firms. External validity was ensured through triangulation that is, the researcher used more than one technique in collecting data. External validity was also guaranteed by asking respondents to give their views.

Reliability

Reliability means appropriateness, applicability, and truthfulness of a study. It refers to the ability of research instruments to produce results that are in agreement with theoretical and conceptual values (Proulx, 2011). The consistency of the measure, the probability of obtaining the same results again if the measure was to be replicated is referred to as reliability (Oppenheim, 1992). It is the relationship between the true underlying score and the observable score. Internal consistency is also important for the survey since it indicates the extent to which the items in the measurement are related to each other. Cronbach’s alpha coefficient is very popular when determining internal consistency. This index ranges from zero to one, where a reliability of zero means no relationship, and reliability of one indicates a perfect and positive relationship. Since the reliability declines as the length of the question increases, the questions would be designed to be straight to the point. The idea behind internal consistency procedures is that questions measuring the same phenomenon should produce similar results. In internal consistency reliability estimation, single measurement instrument is administered to a group of people on one occasion to estimate reliability.

Summary

The United Arabs Emirates is one of the leading economic hubs in the world today. Carter (2000) says that this country, and especially the city of Dubai, has been a business attraction center for many of the developing countries in the world. This argument is supported by Carlin (2009) who holds that this is specifically so because of the fact that most of the products from this region are relatively cheap when compared to those coming from the west. This scholar reiterates the fact that Dubai has won the loyalty of the market in Africa and parts of Asia.

With this new development, there is every need to ensure that businesses in this country embrace the emerging technologies in order to be in a position to compete with firms from other countries. E-commerce, according to Hersey, Kenneth, and Dewey (2008), is one such new technology that a business cannot afford to assume. Many firms have gone online. This scholar states that one of the most important requirements of the middle-sized and large firms is the availability of a website. Most of the basic information of such firms would be found on the website. With the emergence of the social media, firms have considered e-commerce as the best way through which they can serve large markets with minimal number of stores. This scholar notes that every firm in this country has made considerable effort to embrace e-commerce, despite numerous challenges that it comes with.

Women have a role to play in breaking the barriers to e-commerce, just like their male counterparts. The barriers to e-commerce start from the perception of e-commerce among the concerned individuals. The biggest barrier to e-commerce has been a lack of acceptance among the relevant authorities. Many executives have not accepted the fact that e-commerce is a viable approach that can make a firm reach its goals at very faster rates. They have preferred to stay with their old ways of doing business, staying off such new approaches. Men have a different perception of technologies from women of this country.

It is observed that while men give emphasis on the suitability of e-commerce to an organization, women give emphasis on the compatibility of the relevant technologies and how they are applicable to the organization. Women have the perception that organizational issues are less important than technical issues. As such, they give lots of emphasis on the technical issues than they do on organizational issues. They have the belief that technical issues will define organizational issues.

While Powell (2010) agrees with this perception of women in part, this scholar warns that this is a dangerous approach to take. This is so because when organizational issues are sacrificed for technical issues, the firm would not be in control of the moves it will take. This scholar notes that it is important that a firm understands itself first before trying to bring in new approaches of operation. From this understanding, it will be possible for the firm to understand the approach that should be taken while implementing new technologies.

The two genders view barriers to e-commerce differently. Men are of the view that for e-commerce to be a success in an organization, conditions within the organization must be suitable enough. Moreover, e-commerce must fit in the context of the organization and not vice-versa. They therefore perceive barriers of e-commerce as organizational structures. As such, they give more emphasis on the organizational factors that would help eliminate barriers to e-commerce. On the other hand, women are of the view that barriers to e-commerce are technical in nature. They have the idea that the technical aspects of e-commerce are the real barriers to e-commerce. As such, they would consider giving more attention to understanding the technical issues as a way of breaking these barriers to e-commerce.

The next chapter focuses on the methodology used to collect data in this research. The researcher gathered data from a sample population in Dubai City. The sample was drawn from various individuals with varying backgrounds.

Conclusion

The United Arabs Emirates is one of the leading exporters of various manufactured products to the emerging economies in the world, especially in Africa and parts of Asia. The city of Dubai is particularly one of the largest business hubs in the world. With the emerging technologies, firms in this region are forced to adapt to various ways of conducting business that would enable them to manage the stiff competition posed by firms from the western countries and China and Japan.

E-commerce has emerged as one of the most relevant approaches to doing business. E-commerce enables businesses to operate easily in larger areas without the need to have physical stores in these areas. E-commerce is the new approach that most firms use to expand their market share. E-commerce is also very convenient for customers who may not have time to visit physical retail outlets, especially due to job-related commitments. E-markets enable them to shop in the comfort of their homes or offices.

E-commerce faces a number of challenges that may affect its successful implementation by various firms within the United Arabs Emirates. The perception of the concerned individuals towards these barriers will dictate the way they act towards addressing the issues. This research reveals that men have a different perception of barriers to e-commerce from that of women. Men believe that external forces should be manipulated to fit into the prevailing conditions of the firm. On the other hand, women believe that external forces should dictate the conditions of the firm. This difference in perception would affect the way individuals would act to eliminate the barriers to e-commerce.

The perceptions of women on the barriers to e-commerce have a big role to play in the successful implementation of e-commerce strategies in various firms within this country. As noted, people would always act based on their perception of various factors. Women believe that to eliminate barriers to e-commerce, it is important to adjust the internal factors of the organization to reflect on the prevailing external forces. They believe that an organization should always be flexible enough to adjust to technical forces relevant to the successful running of e-commerce. The Emirati women would always try to adjust the operational strategies of the firm as a way of the new technologies. This strategy might affect employees negatively.

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