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84 Ky yiu Hdi thao Qudc ti TMDT va Phdt triin ngudn nhdn luc N H Q N G C H U B E C H I N H T R O N G B A O T A O T H U O N G M A I BIEN TU3 BAC BAI HOC l A Gl? M0T NGHIEN CL/U Dl/A TREN KINH NGHIEM C6[.]
84 Ky yiu Hdi thao Qudc ti TMDT va Phdt triin ngudn nhdn luc NHQNG CHU B E CHINH TRONG B A O T A OTHUONG MAI BIEN TU BAC BAI HOC l_A Gl? M0T NGHIEN CL/U Dl/A TREN KINH NGHIEM C6 DUOC BAl LOAN TOM TAT Cdc tdc gid tien hanh cudc khao sat ve nhung giang day dao tao thuong chu de chinh duoc mai dien tu d bac dai hoc o Ddi Loan Hon 150 hoc vien ve cong nghe thdng tin (IT) va he thdng thdng tin (IS) dd tham gia cudc nghien cuu va cho biet cd khoang den thuong 28 chu de lien mai dien tu Cdc hoc vien tham gia nghien quan cuu duoc hdi vi luong kien thuc thu duoc sau mdi khoa hoc vd mire dd thiet thuc cua cdc khoa hoc vdi nghe nghiep ciia ho Kit qua thu duoc cd thi se rat hint ich di hoan thien cdc chuong trudng trinh dao tao vi thuong mai dien dai hoc vd cao dang d Ddi Loan Kit qua cua nghien tir d cdc cuu dua cdc di xuat hiru ich giiip sinh vien chon duoc cdc khoa hoc phii ciing nhu vqch cdc duong loi khd thi viec lap ki hoach hop chuong trinh giang day vd phdt triin thuong mai dien tir WHAT KNOWLEDGE TOPICS ARE CRITICAL FOR UNIVERSITY LEVEL E-COMMERCE EDUCATION? AN EMPIRICAL STUDY IN TAIWAN RONCHUEN YEH (1) x00002051@ meiho.edu.tw YI-CHENG CHEN' ' x00003148@ meiho.edu.tw KAI-DAN J HENG (2) YUNG-CHIEH JEN cafetrister@ gmail.com (1) x00001687@ meiho.edu.tw Graduate I n s t i t u t e of Business a n d M a n a g e m e n t D e p a r t m e n t of Business A d m i n i s t r a t i o n ® M e i h o I n s t i t u t e of Technology, T a i w a n Chuong II: Thuc tiin hoat ddng dao tao 85 TMDT ABSTRACT I n this study, we empirically investigated what knowledge topics are important for university level e-commerce (EC) education i n Taiwan M o r e than 150 I S / I T practitioners participated i n this study to provide what they thought about 28 e-commerce knowledge topics The respondents were asked to rate the knowledge level that they had learned about each o f the course i n their f o r m a l education, are now familiar w i t h about i t as w e l l as how practical the topic w i l l be i n their career The findings m i g h t be h e l p f u l to e-commerce training programs, licensing bodies, departments and curriculum designers i n universities or colleges i n Taiwan The results o f this study can provide useful suggestions to help college/university students f o r selecting the suitable and right learning courses as w e l l as to act as practicable guidelines f o r EC curriculum planning and development Keywords: e-commerce, EC education, university-level, c u r r i c u l u m development,knowledge t o p i c Introduction W i t h the invention o f W o r l d W i d e Web ( W W W ) b y 1990, the global network is applied to variety o f domains The digital economy era has been merging i n global industries with unprecedented challenges; therefore, implementation o f information technology has become an important role i n promoting core competition f o r industries or governments and no doubt w i l l has great impacts upon economy g r o w t h rate i n the future Further more, electronic commerce has been starting to develop f l o u r i s h i n g l y f r o m 1998, and thus, trading between business types and consumers has been changing step b y step Information technology environment have changed (IT) and applications continue to in the business change dramatically (Benamati & Lederer, 0 ; Tennyson, 0 ; W u et al., 2004) Facing these emerging ITs, IS professionals ought to make d i f f i c u l t choices and then implement, deliver, and support these choices throughout their organizations Through those steps force IS educators, instructional 86 Ky yeu Hdi thao Quoc te TMDT va Phdt triin ngudn nhdn luc technologists and practitioners to reevaluate and acquire compulsory knowledge, skills, and abilities as a regular basis ( K i n g , 2002) O n the other hand, regarding the promotion o f electronic commerce, f i r s t l y , development o f electronic commerce is based on fundamental facilities o f the Internet i n order to ensure rapid application to trading among enterprises or between enterprises and consumers Secondly, there •areprofessional legal issues involved such as protection o f intellectual property rights, the right to privacy and taxing However, training electronic-commerce (e-commerce, E C ) talents as a matter o f great urgency is a top priority solution to aforementioned problems A s a result, institutes f o r training EC-related human resource were set up rapidly and massively, particularly i n college and university education I n this report, it w i l l explore not only electronic-commerce education o f college and universities i n Taiwan but also understanding and information o f EC implementation i n the business industry Hence, cultivating university/college students w i t h the required information literacy regarding EC education and p r o v i d i n g them state o f the art EC course topics to sustain the organization effectively is becoming a great challenge to the relative stakeholders such as IS training educators, departments administrators and curriculum designers (Lee et al., 1995; M i l l i k e n & Barnes, 2002) To address the above challenges, this study investigated what topics are important to I T / I S practitioners f r o m the business enterprises i n Taiwan A survey instrument was developed to answer the questions: h o w m u c h these practitioners had learned about the topic i n their f o r m a l educations, h o w much they know now about the topic and how important the topic has been i n their career The Evolution of Computing Technologies and E-Commerce In recent years, the recognized shifts i n information and communication technologies (ICTs) have taken place f r o m Web-based computing, mobile computing, to ubiquitous computing ( W u & Hisa, Chuong II: Thuc tiln hoat ddng dao tao 87 TMDT 2004) These principal I C T directly enabling modern include Web-based E-commerce computing, mobile computing, and ubiquitous computing (Banavar & Bemstenin, 2002; Kannan et al., 0 ; Samaras, 2002) The Web-based computing was implemented based on a w i r e d network using the Internet until the ability to connect started approaching physical l i m i t - m o b i l i t y The mobile computing based on wireless infrastructure gave rise to a new S curve, w i t h the new physical limits being a higher level o f ubiquity and embedment ( L y y t i n e n & Y o o , 2002) Over the past decade, we have witnessed the rapid developments i n I C T w h i c h have substantially changed the landscape o f E-commerce The Internet has introduced a significant wave o f change Our communication patterns have changed E-commerce (EC) is based not o n l y on developments pertaining to the Internet compound, but also on prior technological and organizational innovation arising f r o m the combinations o f telecommunications and network computing (Zwass, 2003) W e have become dependent on Internet We interact w i t h f i r m s via Web sites development of The proliferation o f Internet has online commercial applications innovations, commonly referred to Internet-enabled stimulated and the business commerce ( I - commerce) The next wave introduced through mobile technology-is about to change our lives and business w o r l d even more The increase i n transmission capacity o f wireless devices lays the foundation f o r transaction unrestricted by physical locations We can transformation any time, blurring the borderlines o f business and private space The enabling E-commerce f o r m is called as mobile commerce (M-commerce) (Varahney et al., 2000, Balasubramanian et a l , 2002) Recently, many experts have proposed another wave o f change-a w o r l d that provides the ultimate f o r m o f ubiquitous networks and universal devices, a w o r l d that presents an alternative v i e w o f space and time (Fano & Gershman, 2002; Islam & Fayad, 2003) 88 Ky yeu Hdi thao Quoc te TMDT va Phdt then ngudn nhdn luc Likewise, we w i l l enter into a new context o f E-commerce a f o r m that goes over, above, and beyond traditional commerce The emerging frontier f o r E-commerce is ubiquitous commerce often in (U-commerce) (Watson, et al., 2002) New ICT applications are conjunction with organizational changes (Markus, 2004) Indeed, the rapid evolution o f E-commerce: f r o m I-commerce, M-commerce to U-commerce poses considerable challenges f o r many f i r m s and results i n many new change management issues For incumbent f i r m s , the main challenge is change (Wheeler, 2002, Daniel & W i l s o n , 2003) Innovative E- commerce applications, however, have the potential f o r significant changes i n I C T applications and i n f i r m ' s business model and performance - and the potential f o r all kinds o f disruption f o r the Ecommerce stakeholders To cope w i t h the changes, a number o f researchers have suggested that it is vitally important f o r f i r m s to understand the dynamics and nature o f change and h o w to manage it w e l l (Straub, 2001; Markus, 2004) Therefore, a systematic study^of Ecommerce education is needed i n Taiwan The Development of University/College-Level of EC Education From 1998 on, commerce automation research and development centers we're set up b y M i n i s t r y o f Education i n National Taipei University, Dayeh University, National Y u n l i n U n i v e r s i t y o f Science & Technology, and respectively i n the south, the midland, and the north o f Taiwan B y integrating intramural, cross-campus, and industrial academic resource, research and educational achievements, commerce automation were popularly promoted I n T a i w a n , undergraduate graduate schools o f commerce and automation were instituted i n f e w colleges, and most o f colleges have commerce automation programs Statistic data i n 1998 f r o m M i n i s t r y o f Education showed that there Chicong II: Thuc tien hoat dong dao tao 89 TMDT were 110 instructors o f professional faculty including professors, 76 associate professors, assistant professors and 22 lecturers from departments o f i n f o r m a t i o n management and departments o f business management W i t h completing a phased mission o f ten-year production automation project b y 2000, Taiwan-Ministry o f Education made a plan o f educational development i n integration o f e-manufacturing and ecommerce to operate i n coordination w i t h a scheme o f production automation and e-business carried out b y The Executive Y u a n i n order to educate talents f o r logistics, cash f l o w , business f l o w , service f l o w , and i n f o r m a t i o n f l o w Further more, there were EC-related graduate institutes and undergraduate programs o f e-commerce i n colleges and universities by 2007 in Taiwan Afterward, 103 colleges and universities had departments o f information management, EC-related programs i n 75 schools U p to 2008, 10 colleges and universities set up EC-related programs such as information commerce, and electronic commerce (management), information management i n National Chung H s i n g University, Tatung University, N a n Hua University, Aletheia University, W u Feng Institute o f Technology, etc Comprehensively understanding education development of business automation i n Taiwan, many colleges and universities focus on establishing o f electronic-commerce teaching environments A report regarding improvement o f commercial automation instruction b y T a i w a n - M i n i s t r y o f Education indicated that most o f colleges have started to plan and establish e-commerce educational environments I n addition, they pondered on how to f i t the Internet properly i n management courses For examples, Dayeh university and National Y u n l i n University o f Science & Technology set up electronic stores; National T a i w a n University o f Science & Technology has done the completion o f building Website o f e-commerce instruction; and Feng Chia University built professional commercial Website f o r supply 90 Ky yeu Hdi thao Quoc te TMDT vd Phdt triin ngudn nhdn lire i n f o r m a t i o n about insurance and finance There are several practical strategies o f e-commerce education i n T a i w a n organized as f o l l o w s : T o establish e-commerce lab or e-commerce center f o r facilitating relevant research and education i n e-commerce To coordinate faculty and facilities o f relevant courses and plan ecommerce programs T o set up campus electronic stores f o r p r o v i d i n g opportunities f o r students to have practical experiences To b u i l d Websites o f EC-related instruction and database f o r improving experience communication To edit kinds o f e-commerce teaching materials such as books and multimedia, and ensure the shareability o f teaching materials To hold e-commerce competitions, workshops, and educational training This study takes account o f the characteristics o f E C related courses i n Taiwan, and gathers the information about E C curriculum planning i n w e l l - k n o w n universities i n T a i w a n (e.g., National Sun YatSen University) We reviewed the related E C research literature and recommended Association curriculum documents, for Computing Machinery (ACM) such as IS 2002, "model c u r r i c u l u m and guidelines f o r undergraduate degree programs i n i n f o r m a t i o n systems", CC2005, "the overview report including the guide to undergraduate degree programs i n computing", and M S I S 2000, "model c u r r i c u l u m and guidelines f o r graduate degree programs i n information systems" to f i n d out critical E C knowledge topics w h i c h are critical f o r universitylevel E-commerce education i n Taiwan Based on the intensive literature review and several rounds o f in-depth interviews w i t h domain experts, 28 EC knowledge topics were identified to f o r m the scales as shown i n Table Chuong II: Thuc tiin hoat dong dao tao Table The Classification Category EC Course Topics in this IT Specific IT-Business Integration Management Introduction to Computer Science Introduction to Information Management 1.Knowledge Management Programming Languages Database Management Systems Operating Systems EC Related Knowled ge Topics and Related 91 TMDT Systems Analysis & Design Information Security e-Commerce 5.Information Systems Planning 5.Data Communication & Internetworking Enterprise Resource Planning Data Mining Decision Support Systems Multimedia Systems Wireless Communication Network Supply Chain Management Production Information Systems 10 Strategic Information Systems Study Project Management Marketing Management 4.Production and Operation Management Information Ethics Human Resource Management Strategic Management Financial Management Innovation Management 11 Accounting Information Systems Research Design A survey instrument o f EC knowledge topics was developed and used to collect the data i n this study Data were gathered b y researchers i n personal interviews w i t h I S / I T practitioners and academic experts using the questionnaire to structure their questions F r o m this, the researchers were able to gauge the clarity o f the notations presented, 92 Ky yeu Hdi thao Qudc ti TMDT vd Phdt triin ngudn nhdn luc assess whether the instrument correctly reflected real phenomenon desired b y the researchers, and v e r i f y i f any important E C knowledge topics were omitted This process was continued u n t i l no further modifications to the questionnaire were necessary Feedbacks from this p i l o t study served as the basis f o r r e f i n i n g the experimental scales o f the course items The researchers tested and revised the questionnaire several times before starting to gather the data The questionnaire contained major parts including respondent's basic data portion and the responses to E C knowledge topics The basic data portion requested I S / I T practitioners to give the names o f their organizations and main tasks and needed demographic and fill characteristics out their current management position o f the subject The second part contained 28 course topics and each topic associated w i t h four o f the f o l l o w i n g questions adopted f r o m Lethbridge (1998) to capture subject's perception on each course topic as f o l l o w s : • Ql Amount learned in education learn about this in your formal (Le., How much did you education?) = Learned nothing at a l l = Became vaguely familiar = Learned the basics = Become functional (moderate knowledge) = Learned a lot = learned i n depth; become expert • Q2 Amount knowledge as well as about learned this, considering on the job: What is your what you have learned forgotten? - k n o w nothing = A m vaguely familiar = K n o w the basics = A m functional (moderate knowledge) current on the job Chuong II: Thuc tiin hoat dong dao tao 93 TMDT = K n o w a lot = K n o w i n depth; become expert • Q3 Practical material been manager? level: How useful to you Please in your have the details career leave blank of this as a professional if you know specific IS staff little about the or material = Completely useless - A l m o s t never useful = Occasionally useful = Moderately useful (only i n certain activities) = V e r y useful = Essential • Q4 Influence material had on your general intellectual details about the aspects How thinking maturity), of the material? and other level: Please of your much influence (your approach whether consider life Please has learning to problems or not you influence leave blank have and your used the on both your if you the know career little material = N o influence at all = A l m o s t no influence = Occasional influence = Moderate influence i n some activities = Significant influence i n many activities = Profound influence on almost everything I D a t a Analysis a n d Results A s mentioned previously, the 28 EC related knowledge topics were classified into three categories including " I T specific", " I T - Business integration" and "management" types o f course topics to 94 Ky yeu Hdi thao Qudc te TMDT vd Phdt triin ngudn nhdn luc facilitate locating topics and to help the interpretation o f results Tables and summarize the important results concerning the knowledge levels and the overall importance o f the course topics as perceived b y the respondent o f IS practitioners i n Taiwan 5.1 EC Related Course Topics IS Practitioners Learned in Education For each EC related course topic, the amount learned i n education was calculated f r o m the average o f the responses to Question The top f i v e most extensively taught topics are "Introduction to Computer Science", "Programming Language" Systems" in IT specific category, and as "Database well as Management "Introduction to I n f o r m a t i o n Management" and "Systems Analysis & D e s i g n " i n I T Business integration category There are one I T - s p e c i f i c course o f "Wireless course Communication N e t w o r k " , one o f "Accounting I n f o r m a t i o n management related courses, Management", and "Strategic IT-Business integration Systems" as well as three "Innovation Management", "Financial Management" that the participants learned the least i n their f o r m a l education A s a w h o l e , the amount learned data implies the extent to w h i c h each course had been taught i n educational institutions Table organized these topics b y the rank o f the amount o f each course learned to give valuable i n f o r m a t i o n to educators and curriculum designers concerning the knowledge learned most and least b y the IS professionals i n their f o r m a l education 5.2 Current Knowledge Levels on EC Related Course Topics of IS Practitioners The responses to Question provide the amount o f what IS professionals currently knew about Table also shows the top f i v e topics o f the respondents' current knowledge level w h i c h are almost the same as the top f i v e most learned topics i n education except f o r "Data Chuong II: Thuc tiin hoat dong dao tao Communication & TMDT Internetworking" in 95 IT-specific category Conversely, while some o f the orders o f courses are slightly different, the least f i v e important topics o f the respondents' current knowledge level are almost the same as the least f i v e important learned topics i n education The current knowledge data suggests what sorts o f EC knowledge topics that IS practitioners are n o w proficient and deficient on i n the industry The f i v e courses o f "Strategic Information Systems", "Accounting Information Systems", "Strategic Management", - " r ^ i f t c i a l Management", and "Innovation Management" seem to be ignored b y the m a j o r i t y o f I T / I S practitioners i n the industry i n Taiwan The practicability and the popularity o f these courses perceived less important might be task-oriented and industry specific 5.3 EC Related Course Topics IS Practitioners Learned on the Job The amount learned on the j o b (or forgotten since education) is the difference between the amount currently k n o w n and the amount learned i n education (i.e., the response to Question 1) A s shown i n Table 2, the top f i v e most learned topics f r o m IS practitioners' j o b experience are "Production I n f o r m a t i o n Systems", " I n f o r m a t i o n Systems Planning", " I n f o r m a t i o n Security", and "e-Commerce" i n I T Business integration category, and "Project Management" in Management category I t is quite reasonable because IS practitioners can acquire experience and learn much more on these courses b y doing their jobs than taking these courses i n school O n the contrary, regarding the f i v e IT-specific courses including, " A r t i f i c i a l Neural Networks", "Artificial Visualization", participants and deemed Intelligence", "Fuzzy "Introduction they to have learned Theory", Computer the least "Computer Science", the f r o m their j o b experiences This bolsters our argument f o r reexamining coverage and teaching methods investment return f o r these topics to improve the educational 96 Ky yiu Hdi thao Quoc ti TMDT va Phdt triin nguon nhdn Table Ranks of IS practitioners on EC Course Category EC related knowledge topic "Knowledge ITBusiness Integration Levels Topics Learned* Current Learned in education knowledge on the job Top ( • ) & bottom (O) five courses, in terms of: Q2-Q1 Q2 Q1 IT Specific luc Mean Rank Mean Rank Mean Rank Introduction to Computer Science 3.1 1« 3.27 1« 0.17 28 Programming Languages 2.71 29 3.19 29 0.48 18 Database Management Systems 2.6 39 3.14 39 0.54 13 Operating Systems 2.57 2.98 0.41 24 O Data Communication & Internetworking 2.56 3.07 59 0.51 16 Data Mining 1.43 18 1.89 20 0.46 20 Multimedia Systems 1.43 19 1.89 21 0.46 21 Wireless Communication Network '1.21 250 1.93 19 0.72 Introduction to Information Management 2.6 49 3.03 0.43 23 Systems Analysis & Design 2.59 59 3.13 49 0.53 15 Information Security 1.93 2.69 0.77 39 e-Commerce 1.84 2.61 10 0.76 49 Chuong II: Thuc tiin hoat dong dao tao Category EC related knowledge topic Learned* Current Learned in education knowledge on the job Top ( • ) & bottom (0) five courses, in terms of: Q2 Q1 Management 97 TMDT Q2-Q1 Mean Rank Mean Rank Mean Rank information Systems Planning 1.81 11 2.7 0.89 2« Enterprise Resource Planning 1.77 12 2.48 11 0.71 Decision Support Systems 1.55 15 2.09 16 0.54 14 Supply Chain Management 1.46 17 2.08 17 0.62 ' 10 Production Information Systems 1.33 21 2.23 14 0.9 1« Strategic Information Systems 1.27 23 1.74 250 0.47 19 Accounting Information Systems 1.11 27 O 1.79 24 O 0.68 Knowledge Management 1.83 10 2.4 13 0.58 11 Project Management 1.71 13 2.47 12 0.76 5« Marketing Management 1.6 14 2.01 18 0.41 25G Production and Operation Management 1.54 16 2.21 15 0.66 Information Ethics 1.38 20 1.79 23 0.41 26 O Human Resource Management 1.31 22 1.88 22 0.58 12 98 Ky yeu Hdi thao Qudc ti TMDT va Phdt triin ngudn nhdn luc Category EC related knowledge topic Learned* Current Learned in education knowledge on the job Top ( • ) & bottom (O) five courses, in terms of: Q2 Q1 Q2-Q1 Mean Rank Mean Rank Mean Rank Strategic Management 1.26 24 O 1.71 26© 0.44 22 Financial Management 1.2 26 © 1.7 270 0.5 17 Innovation Management 0.82 28© 1.14 280 0.33 270 Introduction to Computer Science 3.1 0.17 28 O 3.27 'Ordered by the rank of Learned in education in each category 5.4 Overall Importance of EC Related Course Topics The responses o f each EC related knowledge topic to Questions and provide the amount perceived i n overall importance data The importance o f each topic was computed b y averaging the responses to questions and The relative ranking o f the top f i v e most important and f i v e least important topics are shown i n Table 3, respectively The results s i g n i f y that the respondents consider "System Analysis & Design" to be the most important topic, w i t h "Database Management Systems" close behind, f o l l o w e d b y "Programming Language", "Data Communication & Internetworking", and "Introduction on I n f o r m a t i o n Management" The m a j o r i t y o f the top five most important topics are a l l fundamental compulsory courses f o r IS departments i n the universities and colleges i n Taiwan The descriptive results also show that the least five important "Multimedia topic is Systems", "Innovation Management", "Financial Management", followed by "Financial Chuong II: Thuc tiin hoat dong dao tao Management", and "Strategic 99 TMDT Management" A l l o f the least important topics are interest-oriented elective courses i n the universities and colleges i n Taiwan The practicability o f these courses m i g h t be job-oriented and industry specific Table Ranks of the Overall Importance of EC Course Topics Overall importance* Category EC Course Topic Top ( • ) and bottom (©) five courses, in terms of: Avg.(Q3,Q4) IT Specific ITBusiness Integration Mean Rank Database Management Systems 3.54 20 Programming Languages 3.51 3« Data Communication & Internetworking 3.46 4« Introduction to Computer Science 3.18 Operating Systems 3.16 Wireless Communication Network 2.43 17 Data Mining 2.35 19 Multimedia Systems 2.01 27â Systems Analysis & Design 3.55 1ô Introduction to Information Management 3.43 5« Information Security 3.31 Information Systems Planning 3.19 Enterprise Resource Planning 3.02 10 E-Commerce 2.83 13 Supply Chain Management 2.66 14 100 Ky yiu Hdi thao Quoc ti TMDT va Phdt triin ngudn nhdn luc Overall importance* Category EC Course Topic Top ( • ) and bottom (O) five courses, in terms of: Avg.(Q3,Q4) Managem ent Mean Rank Production Information Systems 2.5 16 Decision Support Systems 2.41 18 Accounting Information Systems 2.29 21 Strategic Information Systems 2.19 23 Project Management 2.93 11 Knowledge Management 2.87 12 Production and Operation Management 2.58 15 Marketing Management 2.3 20 Human Resource Management 2.21 22 Information Ethics 2.15 24 O Financial Management 2.11 250 Strategic Management 2.02 260 Innovation Management 1.69 28 O Discussion a n d C o n c l u s i o n This study aims at investigating what knowledge topics are important f o r university level e-commerce education i n Taiwan f r o m an industrial perspective The results provide interesting insights into the E C related course topics among overall importance, education and current k n o w n I n order to make the study more complete, we conducted a series o f f o l l o w - u p interviews w i t h 12 respondents w i t h Chuong II: Thuc tiin hoat dong dao tao 101 TMBT most knowledge "learned i n education", and 12 respondents w i t h most knowledge "learned o n the j o b " to j u s t i f y the results A l l o f the interviewees asserted that the findings i n this study regarding the knowledge levels o f each course can accurately reflect the real condition i n the industry A l l o f them also indicated that the educational knowledge gaps o f university-level EC education may still exist between industry expectation and academic preparation i n Taiwan They a l l w o r r y about the impacts caused by the gaps and provide invaluable suggestions without reservations They indicated that education sectors should either place less emphasis on the topics or teach them i n a w a y that makes them more relevant to students because o f the l o w importance and highly forgotten courses A l s o , universitylevel education should emphasize more on students' critical t h i n k i n g skills and logic reasoning capabilities i n Taiwan O n the other hand, 12 o f the group members w i t h most knowledge "learned i n education" emphasized that education sectors should offer more intern opportunities f o r the practices o f courses I n addition, there were 15 interviewees i n managerial levels and they suggested that educational institutions should place more emphases on the fundamental courses to cultivate students w i t h essential skills/knowledge and capabilities to cope independently w i t h highly changeable business environment B y and large, this study has several implications f o r formulation of EC educational training programs or EC curriculum f o r universities/colleges i n Taiwan The findings o f this study m i g h t be supportive to E C training institutes, licensing bodies, departments and curriculum designers i n universities or colleges Students, graduates, and professionals i n E C related field w h o are seeking continuing education and on the j o b training w i l l also be able to use the results o f this study to help selecting the suitable E C course topics f o r their future career planning 102 Ky yeu Hoi thao Qudc ti TMDT vd Phdt triin nguon nhdn lyre REFERENCE [ ] Balasubramanian S., Peterson, R A and Jarvenpaa, " E x p l o r i n g the Implications o f M - C o m m e r c e M a r k e t i n g , " Journal of the Academy S L., f o r Markets and of Marketing Science, 30(4), 2002, pp 348-361 [ ] Banavar, G and Bernstein, A , "Software Infrastructure and Design Challenges for Communications Ubiquitous Computing Applications," of the ACM, 45(12), 2002, pp 92-96 [ ] Benamati, J and Lederer A L , " C o p i n g 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