This fast car can move faster. A review of PLS-SEM application in higher education research.

Autor/inn/en	Ghasemy, Majid; u.a.
Titel	This fast car can move faster. A review of PLS-SEM application in higher education research.
Quelle	In: Higher education, 80 (2020) 6, S. 1121-1152Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-020-00534-1
Schlagwörter	Publizistik; Wissenschaft; Hochschule
Abstract	The relevance and prominence of the partial least squares structural equation modeling (PLS-SEM) method has recently increased in higher education research, especially in explanatory and predictive studies. We therefore first aim to assess previous PLS-SEM applications by providing a systematic review; second, we aim to highlight and summarize important guidelines for conducting a rigorous PLS-SEM analysis of the current state of results reporting in higher education journals. Specifically, this study focuses on empirical PLS-SEM applications in 14 major higher education journals indexed in the Thomson Reuters Web of Science and in the Elsevier-Scopus databases between 1999 and 2018. We initially identified 49 relevant papers published in 10 higher education journals. Based on these papers' generally followed guidelines, we thereafter identified various issues related to data screening, model characteristics, measurement model evaluation, structural model evaluation, and the application of state-of-the-art PLS-SEM advanced methods requiring particular attention. Furthermore, we recommend recent guidelines to improve PLS-SEM applications and practices, besides providing specific suggestions regarding utilizing the method's strength in terms of relevant higher education research questions. Our findings remind researchers, reviewers, and journal editors to remain vigilant, should help them avoid inaccuracies in future publications, and ensure rigor. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2021/2