Mobile Phone Technology - Free Essay Example

Sample details Pages: 26 Words: 7856 Downloads: 6 Date added: 2017/06/26 Category Statistics Essay Did you like this example? The Potential Use of Mobile Phone Technology for Knowledge Sharing among Academics in Institution of Higher Learning Abstract The potentials of mobile phone technology are huge and it has opened possibilities and avenues for enhancing knowledge sharing activities among academics in Institutions of Higher Learning (IHLs). However, it was found that there was lack of academic research on the use of mobile phone technologies for knowledge sharing purposes in IHLs. In IHLs, technologies of mobile phones such as cell phones, smart phones, and PDAs provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime. Don’t waste time! Our writers will create an original "Mobile Phone Technology" essay for you Create order This paper aimed to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologies change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. The overall findings revealed that there were at least four factors could lead to the adoption of mobile phone technology among academics in an Institution of Higher Learning. These factors were; attitudes towards the use of mobile phone technology, perceived usefulness to use mobile phone technology, perceived ease of use of mobile phone technology, and behavioral intention to use mobile phone techn ology. Keywords: Mobile Phone Technology, Institutions of Higher Learning, Academics 1.0 Introduction In recent years, information technology (IT) usage in universities and colleges is broadly increasing for the purposes of enhancing the administration and teaching and learning efficiencies. As the population of campuses raises, so does the improvement of technologies. In Institutions of Higher Learning (IHLs), technologies of mobile phones such as cell phones, smart phones, PDAs and telephone provided with interesting features like camera, video, memory, player of MP3, internet approach and finally, presence in a device, by allowing study anywhere, anytime (Wilen-Daugenti, 2007). Junior et al. (2008) defined mobile technologies as mobile technologies are exactly what its name refers, i.e., portable technology that can be moved from one place to another without any loss. There are several advantages of mobile technologies. Few of them are the independence in learning at anywhere and anytime, faster and convenient communication as well as rapid access to variety of different sources. Moreover, the ability to conduct impossible experiments in authentic way is truly pleasant. It is safe to experiment with them because the error will only affect in simulation environment (Smidts et al., 2008). According to Naismith et al. (2005), mobile technologies are becoming more embedded, ubiquitous and networked, with enhanced capabilities for rich social interactions, context awareness and internet connectivity (p.6). Additionally, Anderson and Rainie (2008) concluded that the mobile phone technologies will be the most fundamental and compulsory connection device to the internet for everyone in 2020. 2.0 Mobile Phone Technologies in IHLs Academics find mobile phone technologies as their big savior when comes to managing the working tasks. Plenty of important features such as address books, devices of storage of file, cameras, recorder of video and internet added to the working flexibility in IHLs. Todays mobile phones are as influential as computers. According to Nokia (2007), Its what computers have become. Its increase to ubiquity is explained as a stealthy but rapid shift from a telephony device towards a portable, personal media hub that enables an increasing range of personalized and customized communication, entertainment, relationship management and service functions. Its reach is pervasively global and trans-cultural, possibly more so than any other media form including the internet and World Wide Web (Cameron, 2006). Nowadays, it is impossible to resist mobile phone. Each and every aspects of life demand the importance of mobile device. As the international barriers are getting smaller due to globalization, the need of communication is inevitable. Consequently, mobile phone is becoming more and more compulsory and necessary to have. All walks of life celebrate the use of mobile phone technologies, so does the academics. Undeniably, there are myriad of activities for both academics and students provided by mobile phone technologies such as; uploading and downloading of songs, movies and videos to cell phone, MP3 player, iPod, sending and receiving e-mails, instant messages (IMs), short text messages (SMS), transferring files, photos or other data , interactive games, searching for information or services on the web, making video calls, personal organizer (e.g. diary, address book), in-class surveys/questions, in-class media sharing, attendance monitor, distant privileges of library, peer locator, free or inexpensive VoIP phone as well as notification of the security. Academics who have experienced dealing with mobile technologies in working possess several reasons to continue using them. Firstly, to be able to communicate with other people, to seek information, to take pictures and create clips and sharing with others is what most people have become used to (Smidts et al., 2008). The following studies have examined some of the activities of the mobile phone in the IHLs. Corbeil and Valdes-Corbeil (2007) have explored mobile phone activities engaged in by academics and students in their study. According to their findings, these technologies can be applied in many activities such as: uploading and downloading songs/movies/video clips, sending and receiving e-mail, Instant Messages (IMs), Short Text Messages (SMS), transferring files, photos or other data playing the interactive games, transferring photos or other data, downloading Podcasts of appropriate instructive material along with audio and video lectures, reading e-books, reconsidering coursework and getting ready in exams, showing their jobs and sharing plan results, providing visual, adding a microphone to their mobile to capture material for educational use, using an MP3 player to download and listen to Podcasts and audio lectures, and reconsidering the material of courses and studying for exams, audio books and, with some devices as well as the most widely used nowadays which is recording le ctures. Furthermore, findings from studies conducted by Whilst Kennedy et al. (2008a) and Kennedy et al. (2008b), mobile phone technologies allowed users to conduct 9 activities in Institutions of Higher learning as the following: * To send pictures or movies to colleagues. * To use mobile phone as MP3 player. * To access information or services on the web. * To make video calls. * To take digital photos or movies. * To send or receive email. * To use mobile phone as a personal organizer (e.g. diary, address book). * To send or receive SMS to colleagues. * To call the colleagues or others. Besides, according to studies done by Wilen-Daugenti and McKee (2008), mobile phone technologies could be used for many applications for academics and students in both inside and outside the IHLs as example field below; * In-Class Surveys/Questions: Students may submit the answers to questions or surveys given by an academic through their mobile phones. * In-Class Media Sharing: During lectures, students are able to share interesting pictures or videos to their friends by emailing the files to the lecture halls projector. * Attendance Monitor: An academic may demand students to do a virtual roll call by transmitting a message from their mobile phones. * Course Materials: During lecture, an academic can directly send the course materials to students phones. * Remote Library Privileges: The private privileges of library are also granted to students who can use their mobile phones to search articles without need to use a proxy server Peer Locator: Based on networks accuracy, peers may be alerted when their contacts are close by the mobile phones. Free or Inexpensive VoIP Calling: Universities may offer cheaper international or local calls made within the campus for students who might really need to do so. * Position System: By sharing information contextual about the users actual place, mobile phone serves as a guide of virtual turn which assists the presence of students around the campus. * Notification of the Security / Emergency: Depending on the users location, a warning notice is sent immediately to every mobile phone via email and voicemail, by informing the best way to leave the campus or a particular building in case of emergency. Moreover, a study carried out by Duke University (2005) has outlined the major categories of mobile devices employment by the academics as follows: * The Instrument of Broadcasting of Lesson Contents- Mobile phone provides access to lessons content such as lectures, songs, historical speeches, conferences and meetings. * Tool of Classroom Recording mobile phone can be used as a tool to capture lectures, class discussions and feedbacks. * Tool of Supporting Study mobile phone allows academics for repetition of commercial and original audio content, such as music and audio books. * Transfer and File Storage mobile phone is able to transfer or backup all sorts of files. * Digital Portal: Both academics and students may no longer depend on physical materials. * Flexible Location mobile phone provides accessing of digital materials at anywhere and anytime which also contributes to a decreased dependency of library. * Digital Recording mobile phone allows convenient digital recording of interviews, field notes, small group discussions and oral assignments. * Convenient Tool mobile phone makes students engagement in class discussions, labs, field research, and independent plans much easier. Improved Support for Personality Knowledge Preferences and Needs In addition, Duke University (2008) has widened their outlines as follows: * Text Messaging: University may send text messages to students to notify them about examination dates for instance. * Flexible, Delivery of Mobile Content: students are able to access classes by using their mobile phones in distance learning. * Practice Exercises for Study and Review: students may be able to review the materials or quizzes created by the academics in anytime and anywhere. * Mobile Creation and Media Publication: students could use their mobile phones to capture images or videos and share them with the entire world by uploading them directly into the Internet. * Social Learning in Mobile Network: Facebook, Friendster, and other social networking tools allow users to share their life updates. Students get to interact with the members of a study group across the world. Gaming and Simulations: mobile phone is equipped with a feature to keep the academics and students in the games of simulation. * Use of Mobile Phone Technologies in the Classroom: students can select answers out of multiple choice questions created by the academics in the classroom. Subsequently, Abilene Christian University (2008) pointed out that mobile phone technologies possess many interesting benefits and have become a standard tool in IHLs. Some of the benefits are summarized as follows: * Digital Syllabus: dynamic changes of an individual, the activities of a student or status are allowed * Clicker: real-time dynamic class polling or free-form answers are allowed * Classroom Communicator: an improved flexibility in classes content and release is allowed * Document Reader: an e-Book * Internet Communicator: the aggregation of content on the sites of class is facilitated * Alert System: a receiving automated information of courses * Notes Taker: recording aggregation device for audio recordings is allowed * Location Reporter: a college grounds map with active location is reported when needed * Attendance Tool: dynamic comment about a users position anywhere anytime is given * Business Purposes: wireless communication for bill paying, ticket-buying and bookstore buying or any business related matters are enabled * Registrars Office Extension: easy course employment, communication with academic records, and dynamic scoring access are made easier Besides, benefits proposed by Cisco (2008) of a mobile system solution for colleges and universities are as follows: a) easy and convenient communication between academics and students, b) a study is developed beyond a class, by becoming more in collaboration, interactive and dynamic, c) both parties may seek new opportunities to connect resources and training, and d) academics can use context of a study based on interactive mode in managing the approach for students daily. Additionally, by using mobile phone technologies, Lefoe and Olney (2007) and Lefoe et al. (2008) reconsidered academics activities by in IHLs as follows: a) making interview with visiting speakers and return it back to the speaker for editing, d) audio comments, c) setting up mobile phone as database for others to use, d) recording interviews for re-evaluating of issues, e) collecting of thoughtful obviousness of the own teaching of academician to plan for future teaching, f) preparing and carrying the necessary articles needed, g) tutorial roles, h) easier sharing of information to students. Apart from that, Nie (2006) pointed out the potential use of mobile technologies in IHLs as follows: * Recorder: students may record their works, interviews, presentations and lectures. * Audio: students get to listen to genuine audio materials such as interview, audio book, music, speech and vocabulary. * Multimedia: students can access multimedia materials such as film, picture, snap, visual vocabulary etc. * Pre-class Resources: academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc. * Podcasting: allows students to share their own ideas with others. Moreover, Jocelyn et al. (2008) condemned that mobile phone technologies possess many interesting benefits in IHLs as follows: a) academics can access the internet in any time and at any where, b) PDAs enable flexible and timely access to e-learning resources which would lead to empowerment and effective learning, c) academics are enabled to access training resources any time, anywhere, d) academics may hold question and answer sessions via conferences, seminars, workshops, and e) both academics and students can get a real opportunity to make a link between field and college. Finally, BlackBerry (2006) concluded that there are potential benefits of providing mobile access to few applications used by the colleges different departments such as: a) academics may stay in touch and schedule appointments on-the-road, b) healthy data security and remote device management, c) very useful for emergency communications during university trips and d) remote network maintenance via web interface. 3.0 Mobile phone technology and knowledge sharing among academics in IHLs The literature evidenced that mobile phone technologies playing important role in Institutions of Higher Learning. Mobile technologies have opened the door to possibilities and avenues for knowledge sharing by providing a new platform via wireless communication or other ICT applications. Mobile technology may enhance academics functionalities in Institutions of Higher Learning by supporting Externalization and Combination activities. Subsequently, mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning could be demonstrated as follows: * Academics can send and receive short text messages (SMS) from each other. The great advantage of using SMS is that it offers just-in-time information * Academics can send and receive instant messages (IMs) from each other. Mobile phone offers a way to send instant messages at a much lower cost than traditional SMS messaging. Messages are sent and received by the use of the Internet means that the cost of messages depends only on the quantity of data sent * Academics can send and receive e-mail from each other. Mobile phone offers a way to send to receive emails E-mails are sent and received by the use of the Internet means that the cost of mail depends only on the quantity of data sent * Academics can share administrative information with colleague. Mobile phone technologies enhance communications among academics on campus. Through mobile devices, academics can receive administrative information such as announcements and urgent messages from faculty or university * Academics can share and listen to Podcasts/audio books with colleague * Academics can share downloads and view streaming movies/video clips * Mobile phone technology can be used as peer locators, alerting academics when their contacts are nearby. * Mobile phone technology represents a classroom communicator that enables increased flexibility in course content and delivery among academics. Academics can create pre-class listening resources containing academic news, review of papers and journal articles, week activities, comments on assignment, etc * Academics can create memos which can be sent to colleague from mobile or saved onto his/her office computer * Academics have ability to read work related documents via PDF, HTML, and Microsoft Office files * Academics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile device * Academics can share e-books, journals, or other academic materials * Academics can publish e-books and e-papers * University can set up mobile phone technologies as database for academics to download documents, applications and university roles * Academics can share with colleagues research findings * Academics can use the micro web browser for conducting quick research online * Academics can stay connected to social networking sites in mobile environment * Academics can use a mobile phone technology to send pictures or movies to each other. Mobile technology provides an opportunity for the new generation of people with better communication and activities without taking into account the place and time. This section has outlined the potential use of mobile phone technologies among academics in IHLs. The benefits of mobile phone technologies have been broadly discussed in general. Additionally, this section has evidenced most studies related to the benefits of mobile phones usage among students. Ultimately, this section shows that there are a few studies to examine the benefits of the mobile phone technologies among academics. Despite the advantages of mobile phone technology are clear, only a small number of Institutions of Higher Learning are equipped with integrated mobile phone technologies in their environments (Joan John, 2007; Kim et al., 2006; New Media Consortium, 2007). Figueira (2007) pointed that as of August 2007, however, there are no universities or degree awarding programs with a website designed for downloading on a mobile device (p.1). Sufficient technological means to access mobile devices are not widely used by the academics in Institutions of Higher Learning (Junior et al., 2008). In 2007, Peters conducted a research to 29 manufacturers of mobile devices, businesses and education suppliers and found that mobile phone technologies are in general used in some commercial organizations, but found limited adoption for Institutions of higher learning use. The purpose of this study is to understand academics general attitudes towards the use of mobile phone technology in IHLs, to explore the academics perceived usefulness to use mobile phone technology in IHLs, to determine academics perceived ease of use of mobile phone technology in IHLs, to understand academics behavioral intention to use mobile phone technology in IHLs, to identify how will mobile phone technologies change the work situation of academics, and to identify the possible services that, in their opinion, can improve mobile phone technology and knowledge sharing among academics in IHLs. 4.0 Research Methodology Both primary and secondary data were collected for this research. The primary data was collected by distributing questionnaires to the academics in University Utara Malaysia (UUM). UUM is a public Institution of Higher Learning located n the northern region of Malaysia. The sample of this study was the academics that come from Public Institution of Higher Learning (PIHL). Those academics are different in terms of their academic designation: Tutor, Lecturer, Senior Lecturer, Associate Professor, and Professor. A total of 290 questionnaires were distributed to all academics in UUM. The sampling was based on convenience and 153 participants successfully responded, giving a response rate of 52.7 %. The analysis of the survey results is presented based on a valid response of 153 academics of University Utara Malaysia. Data collection for this study was undertaken during the month of May 2009. In gathering information pertaining to the study; a questionnaire was used as the main instrument for data collection in this study. a questionnaire was prepared divided into seven sections as follows: Section 1 was not containing any personally identifiable questions. The demographic and background variables used in this study are gender, status, age, designation, availability of devices, period of time in using device, academics opinion about devices price, academics opinion about devices, usefulness and effectiveness role in the work, connecting to internet through device, and academics preferences for mobile phone functions. This section was adapted from Avenoglu (2005) and Trifonova (2006). Section 2: contains questions that targeted at attitudes towards the use of mobile phone technology in Institutions of Higher Leaning. The respondents were given a list of six items to assess their opinions and attitu des to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Avenoglu (2005). Section 3: contains questions concerning the perceived usefulness to use mobile phone technology. Five items were used to measure the respondents perception toward the usefulness to use mobile phone technology. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 4: contains questions that targeted at the perceived ease of use of mobile phone technology. Three items were used to measure the respondents perception that used mobile phone technology and found it easy to use. Questions were adapted from Kurnia et al. (2008) and Trifonova (2006). Section 5: contains questions about behavioral intention to use mobile phone technology in Institutions of Higher Leaning. Four items were used to measure behavioral intention of the respondents towards using of mobile phone technology. Questions were adapted form Kurnia et al. (2008). Section 6: contains questions that are related to how can mobile phone technology change the work situation of academics in Institutions of Higher Leaning. Ten items were used to measure the respondents opinions about how can mobile phone technology increases the flexibility and the ability to work on the move. Questions were adapted form Dye et al. (2003). Section 7: contains statements that targeted to mobile phone technology and knowledge sharing among academics in Institutions of Higher Learning. The respondents were given a list of eighteen statements to assess their opinions and potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. All Questions in this section were chosen from the interview with academics. A five point Likert scale type was used in this study and the academics were required to state the extent to which statements in their point of view were important or not important for them as academics. The Scale was (SD= Strongly Disagree, D = Disagree, N = Neutral, A = Agree, and SA = Strongly Agree). In this study, the questionnaire was pilot tested with 30 UUM academic staff. The table 1 shows the Cronbachs alpha coefficient for section 2, section 3, section 4, section 5, section 6 and section 7. Table 1: Reliability Cronbachs Alpha () for Questionnaires Six Sections The Item Cronbachs Alpha () Reliability Results Section 2 0.891 Good Section 3 0.840 Good Section 4 0.820 Good Section 5 0.805 Good Section 6 0.894 Good Section 7 0.883 Good 5.0 Data Analysis and Results 5.1 Respondents Profile and Background Information Based on the demographics and other personal background information obtained, out of 153 respondents 61.0 % were females. The most of the respondents were married 74 %. 36.4 % of the respondents were 41 to 50 years old and 30.5 % were 31 to 40 years old. Most of the respondents were Lecturers position 39.0 %, following by Senior Lecturers 26.0 %, Tutor 18.2 %, and Associate Professor 16.9 %. Table 2 below gives respondents demographic profile: Table 2: Respondents Demographic Profile Respondents Profile Classification Frequency % Gender Male 60 39 Female 94 61 Status Married 114 74 Unmarried 40 26 Age 20-30 33 21.4 31-40 47 30.5 41-50 56 36.4 Above 50 18 11.7 Designation Tutor 28 18.2 Lecturer 60 39.0 Senior Lecturer 40 26.0 Associate Professor 26 16.9 5.1.2 Availability of Devices The study (refer to 1) shows that 98 % of academics had Cell phone, 36 % PDA, 10 % Smart phone, and 2 % Pocket PC. The study also shows that there were more that 40 % of academics had more that one device, for instance, 33 % of academics had Cell phone and PDA device, 9 % of academics had Cell phone and Smart phone, and 3 % of academics had Cell phone, Smart phone and PDA in one time. 5.1.3 Period in Using Device The study (refer to 2) shows that 50.6 % of academics had Cell phone for more than 8 years, 30 % had Cell phone between 6 to 8 years, 13.6 % had Cell phone between 3 to 5 years, and 0.6 % had Cell phone less than one year. As well, it shows that 2.6 % of academics had Smart phone between 3 to 5 years, 5.2 % had Smart phone between 1 to 2 years, 2.0 % of academics had Smart phone less than one year. In addition, it shows that 3.2. % of academics had PDA device between 6 to 8 years, 7.1 % of academics had PDA device between 3 to 5 years, 19.4 % had PDA device between 1 to 2 years, and 6.5 % of academics had PDA device less than one year. Finally, only three participants 2.0 % had Pocket PC between 1 to 2 years. 5.1.4 Opinion about the Price In view of academics opinion about prices of devices, the general opinion was that Cell phones had reasonable price, were 77.8 % preferred that Cell phone had normal price and 22.8 % refer that Cell phone had low price. In addition, Smart phone, PDAs, and Pocket PC were considered costly price (for Smart phone 58.44 %, for PDAs 61.04 %, and for Pocket PC 64.94 %). Furthermore, a few academics had no opinion on the prices for smart phones, PDAs, and Pocket PC (for Smart phones 4 %, PDAs 5.19 %, and Pocket PC 2.60 %). 3 and shows the academics opinion about devices prices. 5.1.5 The Usefulness and Effectiveness Role of Mobile Phone Technologies in the Work The study (refer to 4) shows that the majority of respondents 97.4 % considered that mobile devices can play a useful and effective role in their daily work. While 0.6 % considered that mobile devices cannot play a useful and effective role in their daily work, and only 1.9 % were not sure about the usefulness and effectiveness of mobile device role in their work. These results indicate that academics had positive opinions regarding using mobile phone technologies in their work, and these results can support researchers opinion about the importance and usefulness of this study in IHLs environment, and to stand up to the factors that could help passing mobile phone technologies in IHLs. 5.1.6 Connecting to Internet though Mobile Phone Technologies 5 shows that the majority of respondents 75.3 % were connecting to internet though mobile phone technologies, and only 24.7 % were not connecting to internet through mobile phone technologies. As evidenced by various studies mentioned above, mobile phone technologies give opportunity to academics to connect to internet and to the world any time anywhere. In addition, mobile phone technologies could able to increase the range of personalized and customized communication, entertainment, relationship management and service function 5.1.7 Academics Preferences of Mobile Phone Functions The academics in this section were given a list of fifteen mobile phone functions and they had to choose one or more of these functions. The results are shown in table 3. Today mobile phone technologies provide a wide range of services. Among these services, a researcher can demonstrate; browsing the Web, MMS, games, alarm/reminder, calling, listening to music, voice recorder, chatting, calendar, camera, phone book, SMS, sending e-mail, dictionary, audio file storage. According to the findings, 100 % of respondents preferred that the function of calling was the most important function, where 98 % preferred that the second important function was SMS. In addition, the findings show that the respondents who choose calendar were 79 %, camera 77 %, alarm/reminder 75 %, phone book 70 %, listening to music 61 %, browsing the Web 53 %, games and sending e-mail 42 %, MMS 41 %, voice recorder 38%, dictionary and audio file storage 29%, and chatting 21 %. Table 3: Academics Preference of Mobile Phone Functions No. Mobile Phone Functions % 1 Calling 100% 2 SMS 98% 3 Calendar 79% 4 Camera 77% 5 Alarm/reminder 75% 6 Phone book 70% 7 Listening to music 61% 8 Browsing the Web 53% 9 Games 42% 10 Sending e-mail 42% 11 MMS 41% 12 Voice recorder 38% 13 Dictionary 29% 14 Audio file storage 29% 15 Chatting 21% 5.2 Attitudes towards the Use of Mobile Phone Technology in IHLs The respondents were given a list of six items to assess their opinions and attitudes toward using mobile phone technology. A big majority of the respondents 92.9 % were strongly agree or agree that using mobile phone technology is/might be an excellent idea (see table 4). When they asked to indicate their opinion on the statement that using mobile phone technology is/might be a pleasant experience, 81.2 % of the respondents were strongly agree or agree to this stance. Although a majority of the respondents were 87.6 % strongly agree or agree that using mobile phone technology is/might be beneficial to me. When the respondents were asked to indicate the degree that using mobile phone technology increases knowledge in their field, 50.7 % of the respondents were strongly agree or agree to this stance, while 33.1 % of the respondents were neutral to this stance, and 16.2 % were disagree with this viewpoint. This fact does not provide any clear majority opinion on this attitude. In addit ion, when the respondents were asked to indicate the degree that using mobile phone technology increases their motivation towards work, 65.0 % of the respondents were strongly agree or agree to this attitude, while 24.7 % of the respondents were neutral to this attitude, and 10.4 % were strongly disagree disagree with this point of view. Finally, a big majority of the respondents were 91.6 % strongly agree or agree that using mobile phone technology increases my communication with colleagues, while 8.4 % of the respondents were neutral to this attitude. Overall, the findings pointed out that there is a highly positive attitude towards the use of mobile phone technology in Institutions of Higher leaning (average response of 4.165 for the six items in this section). Table 4: Academics Attitudes towards the Use of Mobile Phone Technology Attitudes Number of responses (%) SD D N A SA Using Mobile Phone Technology is/might be an excellent idea. 0 (0.0 %) 2 (1.3) 9 (5.8) 66 (42.9) 77 (50) Using Mobile Phone Technology is/might be a pleasant experience. 0 (0.0 %) 0 (0.0 %) 29 (18.8) 64 (41.6) 61 (39.6) Using Mobile Phone Technology is/might be beneficial to me. 0 (0.0 %) 2 (1.3) 17 (11.0) 57 (37.0) 78 (50.6) Using mobile phone technology increases my knowledge in my field 0 (0.0 %) 25 (16.2) 51 (33.1) 34 (22.1) 44 (28.6) Using mobile phone technology increases my motivation towards work. 2 (1.3) 14 (9.1) 38 (24.7) 48 (31.2) 52 (33.8) Using mobile phone technology increases my communication with colleagues. 0 (0.0 %) 0 (0.0 %) 13 (8.4) 52 (33.8) 89 (57.8) 5.3 Perceived Usefulness to Use Mobile Phone Technology in Institutions of Higher Leaning The respondents were given a list of five items to assess their opinions about the perceived usefulness to use mobile phone technology in Institutions of Higher Leaning. Based on (Table 5) a majority of the respondents were 82.1 % strongly agree or agree that using mobile phone technology can improve their efficiency in their daily work. When they asked to point out their opinion on the statement that using mobile phone technology can save me a lot of time in general, 86.7 % of the respondents were strongly agree or agree to this stance. On average, a majority of the respondents were 82.5 % strongly agree or agree that using mobile phone technology can enhance their effectiveness in carrying out their daily work. When the respondents were asked to point to the level that using mobile phone technology enables their to do their work conveniently, 71.5 % of the respondents were strongly agree or agree to this stance, while 26.0 % of the respondents were neutral with this viewpoint. In a ddition, when the respondents were asked to indicate the degree of using mobile phone technology can increase their productivity, 54.6 % of the respondents were strongly agree or agree to this attitude, while 31.8 % of the respondents were neutral to this attitude, and 13.6 % strongly disagree disagree with this point of view. This fact does not provide any clear majority opinion on this perceived usefulness. Generally, the findings pointed out that there is a highly positive perceived usefulness to use mobile phone technology in Institutions of Higher leaning with the average response of 4.016 for the five items in this section. Table 5: Academics Perceived Usefulness to Use Mobile Phone Technology (Percent. / Freq.) Perceived Usefulness Number of responses (%) SD D N A SA Using Mobile Phone Technology can improve my efficiency in my daily work. 1 (0.6) 1 (0.6) 24 (14.6) 71 (46.1) 57 (37.0) Using Mobile Phone Technology can save me a lot of time in general. 1 (0.6) 6 (3.9) 15 (9.7) 67 (44.5) 65 (42.2) Using Mobile Phone Technology can enhance my effectiveness in carrying out my daily work. 1 (0.6) 9 (5.8) 17 (11.0) 76 (49.4) 51 (33.1) Using Mobile Phone Technology enables me to do my work conveniently. 1 (0.6) 3 (1.9) 40 (26.0) 52 (33.8) 58 (37.7) Using Mobile Phone Technology can increase my productivity. 9 (5.8) 12 (7.8) 49 (31.8) 56 (36.4) 28 (18.2) 5.4 Perceived Ease of Use Mobile Phone Technology in Institutions of Higher Leaning The respondents were given a list of three items to review their opinions about the perceived ease of using mobile phone technology in Institutions of Higher Leaning. Based on (Table 6), a big majority of the respondents were 93.5 % strongly agree or agree that mobile phone technology is/might be easy to use. When they asked to address their opinion on the statement that it is/might be easy to become skillful at using mobile phone technology, 87.7 % of the respondents were strongly agree or agree to this stance. Furthermore, a majority of the respondents were 83.2 % strongly agree or agree that mobile phone technology is /might be user friendly. Overall, the findings pointed out that there is a highly positive perceived ease of using mobile phone technology in Institutions of Higher Leaning with the average response of 4.016 for the three items in this section. 5 shows the perceived ease of using mobile phone technology in Institutions of Higher Leaning. Table 6: Academics Perceived Ease of Using Mobile Phone Technology (Percent. / Freq.) Perceived Ease of Use Number of responses (%) SD D N A SA Mobile Phone Technology is/might be easy to use. 0 (0.0) 2 (1.3) 8 (5.2) 80 (51.9) 64 (41.6) It is/might be easy to become skillful at using Mobile Phone Technology 0 (0.0) 4 (2.6) 15 (9.7) 77 (50.0) 58 (37.7) Mobile Phone Technology is /might be user friendly 0 (0.0) 0 (0.0) 26 (16.9) 68 (44.2) 60 (39.0) 5.5 Behavioral Intention to Use Mobile Phone Technology in Institutions of Higher The respondents were given a list of four items to review their opinions about their behavioral intention to use mobile phone technology in Institutions of Higher Leaning. The findings were presented in Table 7 show that a majority of the respondents were 81.2 % strongly agree or agree that they intend to use mobile internet when the service becomes widely available, while 16.9 % of the respondents were neutral to this statement. When they asked to address their view on the statement that whenever possible, I intend to use mobile Internet, 68.2 % of the respondents were strongly agree or agree to this stance, while 21.4 % of the respondents were neutral to this statement and 10.4 % of the respondents were disagree to this statement. Furthermore, when they asked to show their view on the statement that I intend to use mobile Internet regardless of the price, 39 % of the respondents were strongly agree or agree to this stance, while 29.2 % of the respondents were neutral to this statement and 31.8 % of the respondents were strongly disagree or disagree to this statement. This fact does not provide any clear majority opinion in this section. Finally, 68.2 % of the respondents were strongly agree or agree to the statement that I intend to use mobile Internet if it is inexpensive, while 24 % of the respondents were neutral to this statement and 7.8 % of the respondents were disagree to this statement. Overall, the findings pointed out that there is a positive behavioral intention to use mobile phone technology in Institutions of Higher Leaning with the average response of 3.867 for the four items in this section. Table 7: Academics Behavioral Intention to Use Mobile Phone Technology (Percent. / Freq.) Behavioral intention Number of responses (%) SD D N A SA I intend to use mobile Internet when the service becomes widely available. 0 (0.0) 3 (1.9) 26 (16.9) 38 (24.7) 87 (56.5) Whenever possible, I intend to use mobile Internet 0 (0.0) 16 (10.4) 33 (21.4) 46 (29.9) 59 (38.3) I intend to use mobile Internet regardless of the price. 17 (11.0) 32 (20.8) 45 (29.2) 36 (23.4) 24 (15.6) I intend to use mobile Internet if it is inexpensive 0 (0.0) 12 (7.8) 37 (24.0) 40 (26.0) 65 (42.2) 5.6 How will Mobile Phone Technology Change the Work Situation of Academics in Institutions of Higher Leaning? Academics in this section were given a list of ten statements to indicate their opinions in how mobile phone technology can change the work situation of academics in Institutions of Higher Leaning. The findings were shown in table 8 and 5.23 were scored form the highest intensity to the lowest intensity. According to the findings, 90.2 % of respondents preferred that traveling teachers may work on the move was the most important statement, where 84.4 % preferred that the second important statement was more time to work. In addition, the findings show that the respondents gave for academics need to learn how to make use of the mobile devices 78.6%, increased flexibility work 74.5 %, classrooms can be extended to the real world 74 %, more rapid answers to the students questions will be demanded 73.4 %, place will become both more and less important 73.8 %, no clear separation of work and value time 67.5 %, academics will not be able to escape the students 61.7 %, focus on one-to-one training 59.1 %. Table 8: Academics Opinions in how Mobile Phone Technology can Change the Work Situation in IHLs by Scoring No. Statements % 1 Traveling teachers may work on the move 90.2 % 2 More time to work 84.4 % 3 Academics need to learn how to make use of the mobile devices 78.6 % 4 Increased flexibility work 74.5 % 5 Classrooms can be extended to the real world 74 % 6 More rapid answers to the students questions will be demanded 73.4 % 7 Place will become both more and less important 72.8 % 8 No clear separation of work and value time 67.5 % 9 Academics will not be able to escape the students 61.7 % 10 Focus on one-to-one training 59.1 % 5.7 Mobile Phone Technology and Knowledge Sharing among Academics in Institutions of Higher Learning The respondents were given a list of eighteen statements to assess their opinions and the potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. The findings were presented in table 9 shows that a big majority of the respondents were 98.7 % strongly agree or agree that statement academics can send and receive short text messages (SMS) from each other was the most important feature for their work. The respondents used the SMS function of their mobile devices more often. The great advantage of using SMS is that it offers just-in-time information. In addition, the findings show that a big majority of the respondents were 92.9 % strongly agree or agree that the second important feature was academics can send and receive instant messages (IMs) from each other. Mobile phone offers a way to send instant messages at a much lower cost than traditional SMS messaging. Messages are sent and received by the use of the Internet means that the cost of messages depends only on the quantity of data sent. Furthermore, also a big majority of the respondents were 92.2 % strongly agree or agree that the third feature ranked was Academics can share administrative information with colleague. Mobile phone technologies enhance communications among academics on campus. Through mobile devices, academics can receive administrative information such as announcements and urgent messages from faculty or university. In addition, 87.1 % of the respondents were strongly agree or agree that the forth feature ranked was Academics can stay connected to social networking sites in mobile environment. In addition, the findings show that the respondents gave for Academics can stay connected to social networking sites in mobile environment 87.1%, Academics can create memos which can be sent to colleague from mobile or saved onto his/her office computer 86.4 %, Mobile phone technology can be used as peer locators, alerting academics when their co ntacts are nearby 86.3 %.. Table 9 Academics Opinions in how Mobile Phone Technology can Change the Work Situation in IHLs by Scoring Number of responses (%) SD D N A SA Academics can send and receive short text messages (SMS) from each other 0 (0.0) 2 (1.3) 0 (0.0) 44 (28.6) 108 (70.1) Academics can send and receive instant messages (IMs) from each other 0 (0.0) 2 (1.3) 9 (5.8) 52 (33.8) 91 (59.1) Academics can share administrative information with colleague 0 (0.0) 0 (0.0) 12 (7.8) 73 (47.4) 69 (44.8) Academics can stay connected to social networking sites in mobile environment 2 (1.3) 1 (0.6) 17 (11.0) 58 (37.7) 76 (49.4) Academics can create memos which can be sent to colleague from mobile or saved onto his/her office computer 2 (1.3) 3 (1.9) 16 (10.4) 65 (42.2) 68 (44.2) Mobile phone technology can be used as peer locators, alerting academics when their contacts are nearby 7 (4.5) 0 (0.0) 14 (9.1) 51 (33.1) 82 (53.2) Academics can send and receive e-mail from each other 0 (0.0) 7 (4.5) 16 (10.4) 60 (39.0) 71 (46.1) Academics can share and listen to Podcasts/audio books with colleague 0 (0.0) 4 (2.6) 21 (13.6) 78 (50.6) 51 (33.1) Academics can use a mobile phone technology to send pictures or movies to each other 0 (0.0) 8 (5.2) 19 (12.3) 65 (42.2) 62 (40.3) Academics can record conferences, seminars, workshops, symposiums , interviews, lectures and sent it to his/her colleague through mobile device 0 (0.0) 4 (2.6) 24 (15.6) 69 (44.8) 57 (37.0) Mobile phone technology represents a classroom communicator that enables increased flexibility in course content and delivery among academics 2 (1.3) 9 (5.8) 22 (14.3) 68 (44.2) 53 (34.4) Academics can publish e-books and e-papers 1 (0.6) 2 (1.3) 34 (22.1) 58 (37.7) 59 (38.3) Academics have ability to read work related documents via PDF, HTML, and Microsoft Office files 0 (0.0) 10 (6.5) 30 (19.5) 47 (30.5) 67 (43.5) Academics can share e-books, journals, or other academic materials 2 (1.3) 4 (2.6) 35 (22.7) 50 (32.5) 63 (40.9) Academics can share downloads and view streaming movies/video clips 0 (0.0) 14 (9.1) 28 (18.2) 36 (23.4) 76 (49.4) Academics can share with colleagues research findings 0 (0.0) 8 (5.2) 34 (22.1) 44 (28.6) 68 (44.2) Academics can use the micro web browser for conducting quick research online 0 (0.0) 2 (1.3) 41 (26.6) 42 (27.3) 69 (44.8) University can set up mobile phone technologies as database for academics to download documents, applications and university roles 1 (0.6) 7 (4.5) 44 (28.6) 37 (24.0) 65 (42.2) 6.0 Conclusion The quick adoption of new technologies of mobile phone gives both academics and students anywhere and a diversity of options for anytime how they accept useful information. The Institutions of Higher Learning are in the first rank to know and to make easier the integration of technologies of next generation. Both academics and students can take more responsibility for their own work. The mobile phone technology has made knowledge and easily accessible to those who request it. New technologies also help to make easier approach to knowledge, to create opportunities for the collaboration and to eliminate lines among academics on and off the campus. Mobile phone technologies give an opportunity to provide a new generation of people with means of communication with activities without taking into account the place. This study outlines the potential use of mobile phone technology for knowledge sharing among academics in Institution of Higher Learning. The usefulness of mobile phone technolo gies has been demonstrated in recent times in most of the patterns of life for people on a personal level or generally. The study founded out that there are at least four factors could lead to the adoption of mobile phone technology among academics in an Institution of Higher Learning. These factors are; attitudes towards the use of mobile phone technology, perceived usefulness to use mobile phone technology, perceived ease of use of mobile phone technology, and behavioral intention to use mobile phone technology. The issues moved up here require additional research. Since the survey was limited to one IHL, the outcomes might not be appropriate to all the IHLs. Thus, future research should consider larger sample size from different IHLs. In addition, more studies need to be carried out using other methodology such as interviews. Finally, the results from this study encourage the researcher to research and study what are the factors that could lead to the adoption of mobile phone technology that can be utilized to promote knowledge sharing among academics in an Institution of Higher Learning. 7.0 References Abilene Christian University. (2008). Solutions for the 21st-Century University Retrieved Jan.22, 2009, from https://www.acu.edu/technology /mobilelearning/vision/solutions/index.html Anderson, J. Q., Rainie, L. (2008). The Future of the Internet III. Retrieved Mar.03, 2009, from https://www.pewinternet.org/PPF/r/270/report_display.asp Avenoglu, B. (2005). Using Mobile Communication Tools In Web Based Instruction. Unpublished Master, Middle East Technical University. BlackBerry. (2006). BlackBerry Case Study: Peter Symonds College [Electronic Version]. Retrieved March.02.2009 from https://www.blackberry.com/ products/pdfs/symonds_case_study.pdf Cameron, D. (2006, 4-7 December). The Rocket in Your Pocket: How Mobile Phones Became the Media by Stealth. Paper presented at the 2nd joint JEANZ/JEA conference, Rendevous Hotel, Auckland. Cisco. (2008). Cisco Mobility Solutions for the 21st Century University: Higher Education in Motion: 21st Century Teaching and Learning Mobility Solutions [Electronic Version], 2009. Retrieved Mar.03.2009 from www.cisco.com/en/US/prod/ collateral/wireless/ps5678/ps6973/at_a_glance_c45-480727.pdf Corbeil, J. R., Valdes-Corbeil, M. E. (2007). Are You Ready for Mobile Learning? [Electronic Version], 51-58. Retrieved Jan.23.2009 from https://educause.edu/ir/library/pdf/eqm0726.pdf. Duke University. (2005). Duke University iPod First Year Experience. Retrieved Jan.22, 2009, from https://cit.duke.edu/pdf/reports/ipod_initiative_04_05.pdf Duke University. (2008). Mobile Devices in Education. Retrieved Jan.12, 2009, from https://cit.duke. edu/tools/mobile/ Dye, A., Solstad, B.-E., KOdingo, J. A. (2003). Mobile Education A Glance at The Future, Project report, Norwegian School of Information Technology [Electronic Version]. Retrieved April.22.2009 from https://www.nettskolen.com/ forskning/mobile_education.pdf. Figueira, A. (2007). Mobile Applications for Higher Education [Electronic Version]. Retrieved 15.08.2008 from https://www.edesigntree.com/ resources/white_papers/Mobile-Application-for-Higher-Education-White-Paper.pdf . Joan, R., John, L. (2007, Dec 5-7 ). Trigger iz gr8 4 Gen Y: Mobile Student Administration via a Text Messaging System. Paper presented at the 18th Australasian Conference on Information Systems, Toowoomba. Jocelyn, W., Andy, R., Angela, M. (2008). PDAs and Handhelds: ICT at your Side and not in your Face Retrieved Fab.22, 2009, from https://hal.archives-ouvertes.fr/docs/00/19/00/14/PDF/WishartJocelyn2007PotentialforITT.pdf Junior, B., Batista, J., Pereira, C. (2008). The Use of Mobile Technologies in Higher Education in Portugal : An Exploratory Survey. Paper presented at the IADIS International Conference Mobile Learning 2008, Minho University, Braga, Portugal. Kennedy, G., Dalgarno, B., Bennett, S., Terry Judd, K. G., Chang, R. (2008b, Dec.08). Immigrants and Natives: Investigating Differences Between Staff and Students Use of Technology. Paper presented at the 25th annual conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Deakin University, Melbourne, Australia. Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K. (2008a). First year students experiences with technology: Are they really digital natives? . Australasian Journal of Educational Technology, 24. (1), 108-122. Kim, S. H., Mims, C., Kerry, P. H. (2006). An Introduction to Current Trends and Benefits of Mobile Wireless Technology Use in Higher Education. AACE Journal, 14(1), 77-100. Kurnia, S., Smith, S. P., Lee, H. (2008). Consumers Perception of Mobile Internet in Australia. e-Business Review, 5(1), 19-32. Lefoe, G., Olney, I. (2007, Oct. 16-19 ). New Technologies, New Pedagoglies: Using Scenarios for Staff Development with Mobile Technologies. Paper presented at the 6th Annual International Conference on Mobile Learning, Melbourne Australia. Lefoe, G., Olney, I., Herrington, A. (2008, 30 Nov.- 3 Dec. ). Enabling Teaching, Enabling Learning: How does Staff Development fit the Educational Technology Landscape? Paper presented at the ascilite 2008, Melbourne. Naismith, L., Lonsdale, P., Vavoula, G., Sharples, M. (2005). Literature Review in Mobile Technologies and Learning. A Report for NESTA Future Lab [Electronic Version],. Retrieved April.02.2009 from https://elearning.typepad.com/thelearnedman/mobile_learning/reports/futurelab_review_11.pdf . New Media Consortium. (2007). The 2007 Horizon Report is a Collaboration between The New Media Consortium and the EDUCAUSE Learning Initiative An EDUCAUSE Program. Austin: The New Media Consortium (NMC). Nie, M. (2006). The Potential use of Mobile/Handheld Devices, Audio/Podcasting Material in Higher Education a Draft Review. Retrieved March.10, 2008, from https://www2.le.ac.uk/ projects/impala/presentations/Berlin/The%20Potential%20Use%20of%20Mobile%20Devices%20in%20Higher%20Education. Nokia. (2007). Nokia Nseries [Electronic Version]. Retrieved 20.April.2009 from https://www. nseries.com /index.html. Peters, K. (2007). M-Learning: Positioning Educators for a Mobile, Connected Future. International Review of Research in Open and Distance Learning, 8(2), 17pp. Smidts, M., Hordijk, R., Huizenga, J. (2008). The World as a Learning Environment Playful and Creative use of GPS and Mobile Technology in Education Playful Mobile [Electronic Version]. Retrieved April.20.2009 from https://www.mobieleonderwijs diensten.nl/attachments/session=cloud_mmbase+1765201/World_as_learningenvironment.pdf . Trifonova, A. (2006). Mobile Learning: Wireless and Mobile Technologies in Education. 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Rather it is consciously or unconsciously, the idea of race is shaping our everyday lives, from the day we were born, to the one we will die, in school, at work, or simply in the supermarket. Historically, as well as in Contemporary societies, the term race is a rather controversial one, and has raised many questions, due to its lack of proper definition and mostly because of its negative connotations. Associated with ethnicity or racism, itRead MoreRacism, Race, And Ethnicity1406 Words   |  6 Pagesthat they were expressing three theories on race and ethnicity: the Human Ecology, Social Darwinist, and Culture of Poverty perspectives were all intermingled in the conversation. Recently, race relations has been a topic for debate in the United States, with many saying that racism is a thing of the past. However, b ased upon my family’s debate, and the many sources that research the issues, it can be seen that the topic of racism, race, and ethnicity are all still relevant topics in America. MyRead MoreRace, Ethnicity And Gender1660 Words   |  7 Pages Diversity is increasing in the western countries rapidly, hence it leads to discrimination in race, ethnicity and gender. The question that arises is about fairness, appropriateness and equality between among races and ethnicities. The paper is focused determining whether offenders are discriminated because their race in parole decision making process. Parole is permanently or temporarily release from prison or from offender’s sentence. There are three types of parole releases: discretionary release

Dog Meat Trade Essay Sample free essay sample

Hi everybody. my name is melanie from wiki wiki Washington Washington. Today I’m traveling to portion with you guys on a recent article from the Sunday Times about the Dog Meat Trade. The rubric of the article is Dogs End up in cooking pot at CNY. During the gay season. Canis familiariss smuggling went up as it was said that Canis familiaris meat conveying good fortune and medicative qualities to them. It is estimated that people eat 20 million Canis familiariss in China. 2 million Canis familiariss in South Korea and 5 million in Vietnam. Dogs of all strains are bought. bartered or stolen largely in Thailand. They are sometimes sedated. packed into plastic poulet coops concealed below the floor boards of the pick-up trucks destined for the eating houses in Vietnam. I chose this article because I personally own a Canis familiaris and I felt that such dog trading is unethical and a signifier of inhuman treatment to animate beings particularly when Canis familiariss are besides deem as a man’s best friend. We will write a custom essay sample on Dog Meat Trade Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Canis familiariss are hit over the caput. stabbed in the cervix and bled out. hanged and beaten alive or electrocuted. Some Canis familiariss are thrown into boiling H2O while they are still alive. Some are intentionally slaughtered in forepart of other Canis familiariss. to increase their fright and emphasis degree. to hike the epinephrine and therefore heighten the spirit in their meat. Actual physical anguish and shed blooding them out easy are everyday methods used for this intent. The agony of the Canis familiariss is bosom twisting. Dogs bred for the meat trade perchance will pass their full lives in wire coops. They are frequently caged tightly and maintain in overcrowded and insanitary conditions. They do non experience what walking on the land is like. they don’t acquire to mix with other Canis familiariss other than those cramped in coops beside them ; they suffer summer heat and stop deading winters out-of-doorss ; they are non given H2O or suited nutrient ; they get no exercising ; some even have their tympanums burst to forestall them from barking – every natural inherent aptitude they have is disturbed by the inhumane and Byzantine conditions they mu st populate under. Fortunately there are carnal militants who disagree with such trade who portion information through the STOP DOG MEAT TRADE Facebook page who are up against traditional patterns and beliefs. apathy. corruptness and greed. Most of the universe views Canis familiariss as sure comrades. but in Asia. 1000000s of them are still consumed for meat. If you are an carnal lover or even if you are non. any individual with a scruples would non wish to hold an guiltless Canis familiaris stoping up in the Canis familiaris meat trade. The moral of the narrative is that cultural patterns are cultural patterns and they vary from civilisation to civilisation. but it should non be an alibi to inhuman treatment.

Risk Management by Investors Saudi Aramco

Question: Discuss about the case study Risk Management by Investors for Saudi Aramco. Answer: Introduction: Saudi Aramco, a state-owned oil company owned by the Kingdom of Saudi Arabia, is a fully unified worldwide petroleum and chemicals enterprise. In recent times the company is partnering with leading global companies across the world with an aim to strengthen its downstream business and to achieve competitive advantage from its operations in exploration, production and marketing (Company Website). Key highlights: Headquarter: Dhahran, Saudi Arabia Workforce: More than 65,000 workers and employees worldwide Global Presence: Saudi Arabia, China, Egypt, Japan, India, the Netherlands, the Republic of Korea, Singapore, The United States of America and the United Kingdom. Main Partners, Ventures Affiliates: Saudi Aramco Products Trading Company, Sadara Chemical Co., The Saudi Aramco Total Filtering and Petrochemicals Firm, Fujian Refining Petrochemical Company and S-OIL, South Korea Saudi Aramco, on 08th January 2016, announced and confirmed that the company was studying various plans and options to allow more public participation in its equity shares through sale of an appropriate percentage of its equity stake in its main business through listing in capital markets and through Listing or privatizing some of its downstream subsidiaries. In the present report we will be discussing about the Risk and risk analysis risk management for the various risks as identified for the probable investors of Saudi Aramcos and its downstream subsidiaries equity shares in capital markets. After having identified the various risks we will try to create a risk register containing information about various risks faced by the investors, its severity, probability of occurrences and mitigation plans if any. Then we will perform qualitative risk assessment and try to create risk assessment matrix for various risks to categorize the risks into Low, Medium or High risks and prioritize which risks need to be addressed for mitigation first. After having done all the above we will then discuss the possible risk mitigation strategies available to the investors for various risks mitigation if possible. Risks and Risk Analysis Management - Introduction Risk may be defined as the possibility of occurrence of unexpected outcome or loss (Bouchet, Clark Groslambert 2003). Risk can be bifurcated into four factors viz. probability of occurrence of an event, severity of unwanted impact, external impacts and interdependency with other influences or risks. Risks Analysis Management may be defined as the process of identification of risks, assessment of magnitude of risks, measuring impact of risks and implementation of risk mitigation techniques (Gitman, Joehnk Billingsley 2014). Risk management helps in identification of various risks specific to a project / activity / organization and responding to them in best possible ways to eliminate or mitigate the impact of such risks on project / activity / organization (Merna 2007). Qualitative Risk Identification for Risks to Investors The investors in the capital markets as well as the investors in private investing activities are prone to number of risks for their investments in the companies through the route of share markets or direct investments privately. The following may be categorized as the different risks faced by the investors for their probable investments in the Saudi Aramco or its downstream subsidiaries (Merna 2007): Country Risk: Country risk refers to the risk type which takes shape due to the inherent characteristics of a country based on its geographic and demographic features. The major business operations of the company are geographically located in Saudi Arabia and Middle East. The said geographical area of the globe is prone to unrest and civil war situations thus creating a country risk for the investors. Political Risk: Political risk refers to the risk type which is present due to the political structure and scenarios which were present in the country in the past and the scenarios which are expected to take shape in the future. Saudi Arabia is under the Kingdom Rule creating a Monarchy political situation in the country. It is generally observed that under Monarchy rule the business operations are influenced by the changing political policies of the Kingdom. Industry Risk: Industry risk refers to the risk type which is inherent in the industry in which the main business operations of the company are taking place. Some industries are more prone to risks as compared to other industries. Saudi Aramco deals in oil industry which is the worlds biggest industry but is also prone to various factors including cartels for administering the production of the limited natural resource and the prices of such products. Company Risk: Company risk refers to such risk type which is inherent due to the policies, operations, procedures and management decisions of a company itself. It is generally believed that this risk is the most prevalent in the investments and is also able to avoid this risk by having a diversified investment portfolio by the investors. Saudi Aramco since deals in oil products has inherent risks in its business operations. It deals in production of natural resources which are limited and thus creates a limit on the size a company can attain. Currency Risk: Currency risk refers to the risk type which takes shape when the home currency of the company is different from the operating currency of the company and thus forces a company to have exposure in the number of currency conversion transactions. Saudi Aramco investments have inherent currency risk as the home currency of the company is different from the operating currency of the company. The company needs to incur every expense in terms of US Dollar which is the prevalent currency in oil industry. Investment Risk: Investment risk refers to the risk type which the investors face for the possibility of not being able to recover their initial investment value due to any contingency especially in the situation of possible bankruptcy of the company. Investors of the Saudi Aramco company faces an investment risk for not being able to recover their investments due to possibility of company going bad due to such vulnerable business environment in which the company operates. Legislative Risk: Legislative risk is the risk type which is present due to the changing legislative requirements of the country in the company operates. Changing legislative requirements in the country will always have significant impact on the business operations of the company and may also outcome in rise in the action expenses for the company in-order to conform to the moving legislative necessities. Volatility Risk: Volatility risk is the type of risk which is inherent in the capital markets in which the shares of a company trades. Volatility refers to the changes in the market prices that the share of the company is able to command in the capital markets. Capital markets are often faced with the volatility in the prices of share and securities. Investors of Saudi Aramco will also face such volatility risk in their investments. Liquidity Risk: Liquidity risk refers to that risk type in which the investors are able to convert their investments into cash as and when they feel and is profitable to them. As already discussed about the business operations, political situation in the home country and the geographical presence of the company, the future investors may shy away to invest in the company thereby making the investments of the investors less liquid in the capital markets. Credit Rating Risk: Credit rating risk refers to that risk type which is due to the ratings given by different credit rating agencies to the different companies based on different parameters. There are different credit rating agencies which issues credit ratings for the different companies across the globe. There may be a possibility for the credit rating agency to downgrade the ratings of Saudi Aramco due to changing oil industry and other company specific reasons. This downgrade will result in the loss to the investors due to fall in the value of their investments in capital markets. Risk Register and the Severity of Risks Identified The below mentioned table is a Risk Register for the various risks identified for the investors for their probable investments in the Saudi Aramco or its downstream subsidiaries which describes about the probable risks, risks type, impact of Risks, impact description, probability of occurring, timeline in which the risk is expected to occur, status of responses by investors, any completed actions by investors to mitigate the risk, any planned future actions by the investors to mitigate the risk and risk status as on date (Burtonshaw-Gunn): 1. Basic Risk Information 2. Risk Assement Information 3. Risk Responce Information Risk Number Risk Description / Risk Event Statement Risk Type External /Internal Impact High / Medium / Low Impact Description Probability High / Medium / Low Timeline Near term /Mid term /Far term Status of Response No Plan / Plan Enacted / Effective Plan Enacted Finalized Actions Strategic Future Actions Risk Status Open / Closed / Moved to Issue R 1 Country risk may effect in investments to loose worth in global markets External Low Value of the investments may loose worth as the reserves in the country is no longer viable for global investors Low Far term No Plan N/A N/A Open R 2 Political risk in the country may make business operations on the company financially unfeasible External Medium Profitability of the company may take a impact due to changing political environment as the country is under kingdom rule Low Far term Plan Enacted N/A Make cartels in the industry to influence the political situation in the country Open R 3 Industry risk in the oil industry will result in low prices of the products External High Prices of the product may fall to such lows to make negative cash flows to the company Medium Mid term Effective Plan Enacted OPEC formed to administer prices of the oil industry products N/A Closed R 4 Company policies and announcements may lead to fluctuations in the prices of the shares in capital markets Internal High Profitability and prices of shares of the company may be impacted High Near term No Plan N/A N/A Open R 5 Currency of the country in which the investment is valued may fluctuate in the currency markets External Low Currency fluctuation may result in variations in the value of investments High Near term No Plan N/A N/A Open R 6 Investment risk may result in the investments go bad Internal High Investments in the company may go bad due to company's bankruptcy High Mid term Plan Enacted N/A Offer management expertise in the company to successfully run the business operations Open R 7 Legislative requirements in the country may result in higher operational costs for the company External High Profitability of the company may be impacted due to changing legislative requirements in the country Low Mid term No Plan N/A N/A Open R 8 Volatility inherent in the capital markets may impact share prices External High Price of the shares may take a plunge due to volatility in the capital markets High Near term Plan Enacted N/A Try to minimize the volatility in the company's shares by actively trading in the market Open R 9 Liquidity risk may result in less buyers in future Internal Medium Stake sale will not be possible due to less buyers in the market in future Low Mid term Plan Enacted N/A Arrange an investment banker to discuss the ways in which the stake may be sold in future Open R 10 Credit rating agencies may downgrade the company Internal Low Company's value in the eyes of probable investors may fall due to adverse credit ratings Medium Mid term Effective Plan Enacted Discussions with the credit rating agencies to avoid their apprehensions about the company N/A Closed Qualitative Risk Assessment for Risks to Investors The below mentioned table is a risk Qualitative Risk Assessment Matrix for the various risks identified for the investors for their probable investments in the Saudi Aramco or its downstream subsidiaries (Anthony 2008): Probability Extremely Unlikely Very Unlikely Likely Very Likely Extremely Likely Impact Very Low Low Country Risk Credit Rating Risk Currency Risk Moderate Liquidity Risk Political Risk High Legislative Risk Industry Risk Volatility Risk Very High Investment Risk Company Risk Low Risk Medium Risk High Risk As per the risk matrix above the risks faced by the investors can be categorized into three different categories: Low Risk (Green): The following risks may be categorized as low risk category Country Risk: Very unlikely probability of occurring with low impact on investors Liquidity Risk: Extremely unlikely probability of occurring with moderate impact on investors Medium Risk (Yellow): The following risks may be categorized as medium risk category Credit Rating Risk: Likely probability of happening with low outcome on investors Currency Risk: Very likely probability of occurring with low impact on investors Political Risk: Very unlikely probability of occurring with moderate impact on investors Legislative Risk: Very unlikely probability of occurring with high impact on investors High Risk (Red): The following risks may be categorized as high risk category Industry Risk: Likely probability of occurring with high impact on investors Volatility Risk: Extremely likely probability of occurring with high impact on investors Investment Risk: Very likely probability of occurring with very high impact on investors Company Risk: Extremely likely probability of occurring with very high impact on investors As per the risk matrix above the risks faced by the investors are categorized into three different categories according to which the risks can be prioritized by the investors to be considered for mitigation if possible. As per risk matrix it is advisable to first consider the High risk types (Red) for mitigation followed by Medium risk types (Yellow) and lastly Low risk types need to be considered for mitigation if possible. Qualitative Risk Mitigation Strategies available to Investors As per Risk Register and Risk Assessment Matrix it can be observed that there are a number of risks faced by the investors of Saudi Aramco and such risks have different probabilities of occurrence and different magnitude of impact of the investors. It can also be observed that different risks have different timelines for their occurrences and different status of responses along-with different risk status post mitigation of such risk if possible. Based on risk assessment matrix it can be observed that risks are categorized as Low, Medium and High Risks and based on such categorization the following risk mitigation strategies may be adopted for the risks faced by the investors: References Anthony, L. (2008), What's Wrong with Risk Matrices?, Society for Risk Analysis, Vol. 28, Issue 2, pp. 497-512, viewed on 14 July 2016, Retrieved from https://onlinelibrary.wiley.com/doi/10.1111/j.1539-6924.2008.01030.x/full. Bouchet, M., Clark, E. Groslambert, B. (2003), Country Risk Assessment: A Guide to Global Investment Strategy, Wiley: Great Britain, Retrieved from https://books.google.co.in/books?hl=enlr=id=sKx_6770QxsCoi=fndpg=PR5dq=qualitative+risk+assessment+to+share+investorsots=xrM5NsJf25sig=JmCA39DoRrTxNSmeeBs4cGmIB84#v=onepageq=qualitative%20risk%20assessment%20to%20share%20investorsf=false. Burtonshaw-Gunn, S., Risk and Financial Management in Construction, GPM First, viewed on 14 July 2016, Retrieved from https://www.gpmfirst.com/books/risk-and-financial-management-construction. National Research Council, The Owners Role in Project Risk Management Risk Mitigation, Committee for Oversight and Assessment of U.S. Department of Energy Project Management, The National Academies Press: USA, Retrieved from https://www.nap.edu/read/11183/chapter/7. Courbage, C. (2016), The Geneva Papers: 40 Years at the Cutting Edge of Research in Insurance Economics, Macmillan Publishers Limited: UK, Retrieved from https://books.google.co.in/books?id=HugdCwAAQBAJpg=PT68lpg=PT68dq=qualitative+risk+assessment+by+share+investorssource=blots=gb4Ycm3dCSsig=cuHbcxcgEeOuxz-OktLJ102e3tUhl=ensa=Xved=0ahUKEwivo5Wdn_DNAhVMtY8KHbYKDQ04ChDoAQhMMAg#v=onepageq=qualitative%20risk%20assessment%20by%20share%20investorsf=false. FAO, Qualitative risk characterization in risk assessment, viewed on 14 July 2016, Retrieved from https://www.fao.org/3/a-i1134e/i1134e03.pdf. Financial Stability Report (2014), Risk Assessment, eiopa.europa.eu, viewed on 14 July 2016, Retrieved from https://eiopa.europa.eu/Publications/Reports/5.Risk_assessment.pdf. Gitman, L., Joehnk, M. Billingsley, R. (2014), PFIN, South-Western Cengage Learning: USA, Retrieved from https://books.google.co.in/books?id=rCALWobRny4Cpg=PA270lpg=PA270dq=qualitative+risk+assessment+by+share+investorssource=blots=ooqpNk2Comsig=ISQ71h3MHDHcsqKrHBMgO2blKFMhl=ensa=Xved=0ahUKEwiv0IiQn_DNAhUUSY8KHTOQDm0Q6AEISDAG#v=onepageq=qualitative%20risk%20assessment%20by%20share%20investorsf=false. McDonald, M., Ward, K. Smith, B. (2007), Marketing Due Diligence: Reconnecting Strategy to Share Price, Elsevier: The Netherlands, Retrieved from https://books.google.co.in/books?id=v99bAwAAQBAJpg=PA39lpg=PA39dq=qualitative+risk+assessment+by+share+investorssource=blots=GDMxidAe2tsig=Hz7UCx1bXeyPHrytc1BIB0g8y1ohl=ensa=Xved=0ahUKEwivo5Wdn_DNAhVMtY8KHbYKDQ04ChDoAQg4MAQ#v=onepageq=qualitative%20risk%20assessment%20by%20share%20investorsf=false. Merna, A. (2007), Risk Management Study Guide, Manchester Business School, Accounting and Finance Division Setten, L. (2009), The Law of Institutional Investment Management, Oxford: India, Retrieved from https://books.google.co.in/books?id=-7jn5H9URjUCpg=PA155lpg=PA155dq=qualitative+risk+assessment+by+share+investorssource=blots=tS9jnzIWJQsig=t0Ibas0tXB4QrbUh4hOZULNtgiUhl=ensa=Xved=0ahUKEwivo5Wdn_DNAhVMtY8KHbYKDQ04ChDoAQhJMAc#v=onepageq=qualitative%20risk%20assessment%20by%20share%20investorsf=false. Saudi Aramco, Statement by Saudi Aramco 08 January 2016, viewed on 14 July 2016, Retrieved from https://www.saudiaramco.com/en/home/news-media/news/statement-by-saudi-aramco.html. Saudi Aramco, Company Website, viewed on 14 July 2016, Retrieved from https://www.saudiaramco.com/en/home.html.