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<!--StartFragment--><i><span style="font-size:11.0pt;mso-bidi-font-size:10.0pt;font-family:"Times New Roman";
mso-fareast-font-family:"Times New Roman";mso-ansi-language:EN-US;mso-fareast-language:
EN-US;mso-bidi-language:AR-SA"> The
Journal of the Southern Association for Information Systems (JSAIS)</span></i><span style="font-size:11.0pt;mso-bidi-font-size:10.0pt;font-family:"Times New Roman";
mso-fareast-font-family:"Times New Roman";mso-ansi-language:EN-US;mso-fareast-language:
EN-US;mso-bidi-language:AR-SA"> is sponsored by the Southern Association for
Information Systems </span><font face="Times New Roman"><span style="font-size: 15px;">(SAIS), the first and oldest AIS chapter. It is an Open Access/Open Review journal. It is open access in the sense that you do not have to be a member of the SAIS or even the AIS to access the articles. It is open review in the sense that review is carried on in full view of all participants. JSAIS is also “open” in the sense that it is free from limitations, boundaries or
restrictions, and willing to consider or deal with novel
ideas. JSAIS does not favor any
single research area, theory base, or methodology. We want interesting articles,
regardless of the area or methodology used. Of course, JSAIS articles must address information systems in some way, but we
take a broad view of the information systems domain. <!--EndFragment--> </span></font><!--EndFragment--><div><font face="Times New Roman"><span style="font-size: 15px;"><br></span></font></div><div><font face="Times New Roman"><span style="font-size: 15px;">There are four new papers have been submitted to JSAIS for review:</span></font></div><div><font face="Times New Roman"><span style="font-size: 15px;"><br></span></font></div><div><div style="margin: 0px; font-size: 12px; ">12-003 INFORMATION SYSTEMS FACULTY PERCEPTIONS OF ETHICAL WORK CLIMATE AND JOB SATISFACTION</div><div style="margin: 0px; font-size: 12px; min-height: 14px; "><br></div><p style="margin: 0px 0px 13px; font-size: 13px; font-family: Times; color: rgb(50, 51, 51); ">The purpose of this research was to provide an overview of the current research literature in the areas of ethical work climate and employee job satisfaction, and then present a model that will help guide future research on the relationship among egoistic ethical work climate, benevolent ethical work climate, and principled ethical work climate and job satisfaction as perceived by information systems faculty at institutions of higher education in the southeastern United States. The study determined which ethical work climates were significantly positively and negatively correlated to job satisfaction of individuals employed in higher education. The analysis demonstrated a foundation for higher education institutions to choose to implement a particular ethical work climate to increase job satisfaction. The paper concluded with implications for future research.</p></div><div>This paper is revision 1 and is accessible at <span style="font-size: 12px; "><a href="http://wp.me/p2d2dI-1g">http://wp.me/p2d2dI-1g</a>.</span></div><div><span style="font-size: 12px; "><br></span></div><div><div style="margin: 0px; font-size: 12px; ">13-001 Temporal Data Update Methodologies for Data Warehousing</div><div style="margin: 0px; font-size: 12px; min-height: 14px; "><br></div><p style="margin: 0px 0px 13px; font-size: 13px; font-family: Times; color: rgb(50, 51, 51); ">Business organizations have been increasingly using temporal data for making strategic and tactical decisions. The key idea of temporal data management is to make data available at the right time with different time intervals. The temporal data storing enables this by making all the different time slices of data available to whoever needs it. Users with different data latency needs can all be accommodated. Data can be “frozen” via a view on the proper time slice. Data as of a point in time can be obtained across multiple tables or multiple subject areas, resolving consistency and synchronization issues. This article will discuss implementations such as temporal data update methodologies, coexistence of load and query against the same table, performance of load and report queries, and maintenance of views on top of the tables with temporal data.</p></div><div>This paper is the original submission and is available at <span style="font-size: 12px; "><a href="http://wp.me/p2d2dI-Z">http://wp.me/p2d2dI-Z</a> </span><span style="font-size: 12px; "> </span></div><div><span style="font-size: 12px; "><br></span></div><div><div style="margin: 0px; font-size: 12px; ">13-002 ONLINE TEACHING AND LEARNING PROJECT MANAGEMENT</div><div style="margin: 0px; font-size: 12px; min-height: 14px; "><br></div><p style="margin: 0px 0px 13px; font-size: 13px; font-family: Times; color: rgb(50, 51, 51); ">The number of project management courses in institutions of higher education is increasing to meet the high demand of effective project managers in organizations. Some institutions are offering a graduate degree and certificates in project management and therefore more online courses in project management are being offered in addition to the traditional mode of classroom setting. The objective of this research is to present the challenges associated with teaching an online project management course and to identify the components of a methodology for designing and delivering an effective online project management course. The suggested components of the methodology are based on the literature, best practices and the experience of the authors. Two important propositions in the paper are: 1) a different approach is necessary when teaching an online project management course and 2) teaching effective teamwork, which is a main component of a project management course, is a significant challenge in an online environment. A survey of graduate students supported these two propositions. Student assessment and successful completion of team-based projects, using virtual teams, were both perceived to be more difficult in an online course. In addition, the assessment of student work and student opinions indicate a small difference in educational outcomes and overall graduate students seem to have a positive experience with online project management courses.</p></div><div>This paper is the original submission and is available at <span style="font-size: 12px; "><a href="http://wp.me/p2d2dI-17">http://wp.me/p2d2dI-17</a> </span></div><div><span style="font-size: 12px; "><br></span></div><div><span style="font-size: 12px; ">13-003</span><span style="font-size: 12px; "> </span><span style="font-size: 12px; ">Exploring the Factors Associated with Online Financial and</span><span style="font-size: 12px; "> </span><span style="font-size: 12px; ">Performance Disclosure in Nonprofits</span><span style="font-size: 12px; "> </span></div><div><div style="margin: 0px; font-size: 12px; min-height: 14px; "><br></div><p style="margin: 0px 0px 13px; font-size: 13px; font-family: Times; color: rgb(50, 51, 51); ">This paper applies theories of technological innovation to web disclosure in nonprofit settings. Our model specifies individual, technological, organizational, and environmental characteristics that influence the adoption and/or implementation of web disclosure. In order to empirically test the model, a questionnaire was administered to a sample of 775 organizations in an eight-county regional area in the Northeast United States. Results reveal that CEO and organizational characteristics are related to web disclosure. Specifically, there is more disclosure of performance information online when the CEO believes that the web is useful in promoting transparency and accountability, when the organization views the web as a communication or strategic tool, when more employees have technical expertise, and when the board of directors is more supportive of web technology. We found more web disclosure of financial information when the organization possesses the technological readiness for web disclosure in terms of employees with technical expertise and a dedicated web budget. We conclude with implications for theory and practice.</p></div><div>This paper is the original submission and is available at <span style="font-size: 12px; "><a href="http://wp.me/p2d2dI-1g">http://wp.me/p2d2dI-1g</a> </span></div><div><span style="font-size: 12px; "><br></span></div><div><span style="font-size: 12px; ">We invite members of the AIS to read and review/comment on these papers. Access the papers through the link and enter your comment/review in the comment section. We look forward to your response. </span></div><div><span style="font-size: 12px; "><br></span></div><div><span style="font-size: 12px; ">We also solicit the members of the AIS to submit their papers to JSAIS. Please submit your papers to <a href="mailto:journalofsais@gmail.com">journalofsais@gmail.com</a>. Questions regarding proposed papers may be submitted to Mike Cuellar, Managing Editor, <a href="mailto:mcuellar@georgiasouthern.edu">mcuellar@georgiasouthern.edu</a>, or George Schell, Editor-in-Chief, </span><a href="mailto:schellg@uncw.edu">schellg@uncw.edu</a>.</div><div><br></div><div><br></div><div><br></div></body></html>