Predicting e-readiness at firm-level: An analysis of technological,organizational and environmental (TOE) effects on e-maintenance readiness in manufacturing firms

This study predicts the impact of technological, organizational and environmental (TOE) determinants on e-maintenance technology readiness in manufacturing firms. Survey responses of 308 managers from a wide spectrum of manufacturing firms have been validated and analyzed by means of structural equation modelling. The findings indicate that dimensions of e-maintenance technology readiness in manufacturing firms are mainly influenced by technological and organizational determinants involving technological infrastructure and competence, expected benefits and challenges of e-maintenance, and firm size and ownership. Surprisingly, there is no significant effect of competitive pressures on e-maintenance readiness. This study offers managers and vendors a frame of reference to analyze firm's situation before initiating new innovations. In case of e-maintenance technology, adoption strategies should be built around fostering level of employees’ technological knowledge and skills, technology infrastructure as well as sustaining potential benefits and encountering potential challenges associated with e-maintenance technology. This paper is one of the early studies that predict dimensions of technology readiness index (TRI) through the determinants of technology–organization–environment (TOE) framework. Also, it is among the first attempts to link prominent technology adoption models to e-maintenance technology as a novel form of enterprise innovations.     

Promoting more future-ready anatomy education after the Covid-19 pandemic: A scoping review

The coronavirus disease 2019 (Covid-19) pandemic caused an abrupt transition from face-to-face to online anatomy teaching, learning, and assessment. Although online education has ensured the continuity of anatomy education during the pandemic, its implementation has been challenging, and its effectiveness has been questioned. Therefore, literature pertinent to online anatomy education during the pandemic is crucial to explain Covid-19's disruptions to this field. Accordingly, this scoping review explored changes, disruptions, and gaps in anatomy teaching and assessment during Covid-19 using an enhanced version of Arksey and O′Malley's six-stage protocol. Five online databases were searched for articles that described changes and disruptions in anatomy education. Three independent researchers were involved in titles, abstracts, and full texts screening, while another four researchers were independently involved in data extraction, charting, and synthesis. This review revealed six themes: immediate strategic plans and actions, teaching and learning changes, online assessment practice, students' and educators' receptivity and adaptability, online learning and assessment effects, and future directions. It also revealed four gaps: non-future-ready curricula, learning obstacles, administrative and teaching challenges, and online education ethical issues. The results were reported in tabular and narrative forms, following the PRISMA Extension for Scoping Reviews (PRISMA-ScR guidelines). Understanding the evolution and gaps in anatomy education during the Covid-19 pandemic will help anatomists design future-ready, adaptable curricula.