Thesis
The Impact of Digitalisation on Status Quo Bias: A Longitudinal Study
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
DOI:
https://doi.org/10.25918/thesis.531
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Abstract
Information systems (IS) are a major catalyst for change. The rapid proliferation of digital technologies such as social media, cloud, and artificial intelligence, combined with the increasing Internet bandwidth and consumerisation of IT, has ushered in efficiencies across workplaces. As IS becomes accessible and affordable, organisations continually introduce new systems to attain efficiencies, paving the way for continuous change.
As the new systems are introduced, a user is often compelled to change or withdraw from their current IS work practices (status quo) to accommodate the changes introduced by new systems. Therein, the incumbent practices cease or diminish over time, starting new practices. While past research has studied how users face challenges of transitioning to new systems, it has rarely studied cases where the user is required to change from the incumbent to a new system, only to transition back to the incumbent after a short period.
To address this gap, this research examines learning mode transitions using a longitudinal method during and after the COVID-19 pandemic, where learners moved from face-to-face to virtual learning and later reverted to face-to-face. Hence, this research investigates the overarching question: “What is the relationship between learner’s SQB and learning effectiveness when transitioning from an incumbent system to a new system (t1: face-to-face to virtual) and then reverting to the incumbent system (t2: reverting back to face-to-face)?”
The research design includes a literature review where an a-priori model is developed. A mixed-method approach is employed, blending qualitative and quantitative methods grounded in SQB theory. In qualitative study, seven focus groups were conducted with tertiary learners and analysed in NVivo. The quantitative study involved a survey of 351 tertiary learners, analysed using Partial Least Squares-Structural Equation Modeling (PLS-SEM).
Focus groups indicated that switching costs are the salient construct of SQB during system transitions. Respondents highlighted switching costs- financial, procedural, and relational- which reduced productivity and creativity in learning (PIL and CIL). Technostress was also evident, further diminishing learning effectiveness in both transitions. The survey results show that SQB, measured through switching costs, increases technostress, which reduces both PIL and CIL. While technostress partially influenced the reduction during virtual learning (t1), it fully accounted for decline during reversion to face-to-face (t2).
The findings contribute to theoretical understandings in IS, behaviour, and learning, highlighting the dynamic nature of SQB across phases of system change. They also offer practical insights for managing SQB and technostress to enhance learning effectiveness.
Details
- Title
- The Impact of Digitalisation on Status Quo Bias: A Longitudinal Study
- Creators
- Mahikala Niranga
- Contributors
- Darshana Sedera (Supervisor) - Southern Cross UniversityGolam Sorwar (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- xix, 266
- Identifiers
- 991013329628702368
- Copyright
- © Niranga, M. 2025
- Academic Unit
- Faculty of Business, Law and Arts
- Resource Type
- Thesis