Examining a Technology Acceptance Model of Internet - CORE

432 Pages·2007·2.39 MB·English

Examining a Technology Acceptance Model of
Internet Usage by Academics within Thai
Business Schools

By

Napaporn Kripanont

B.A. (Accounting), Chulalongkorn University, Thailand
M.S. (Accounting), Thammasat University, Thailand
M.C.I.S. (Information Systems), Cleveland State University, U.S.A.

This thesis is presented in fulfilment of
the requirements of the degree of

Doctor of Philosophy

School of Information Systems
Faculty of Business and Law

Victoria University
Melbourne, Australia
2007
DECLARATION

I, Napaporn Kripanont, declare that the PhD thesis entitled “Examining a Technology
Acceptance Model of Internet Usage by Academics within Thai Business Schools” is
no more than 100,000 words in length, exclusive of tables, figures, appendices,
references and footnotes. This thesis contains no material that has been submitted
previously, in whole or in part, for the award of any other academic degree or
diploma. Except where otherwise indicated, this thesis is my own work.

Napaporn Kripanont……………………………… Date……………March 2007

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ABSTRACT

Information Technology has been a significant research area for some time, but its
nature has changed considerably since the Internet became prominent just over a
decade ago. Many researchers have studied and proposed theories and models of
technology acceptance in order to predict and explain user behaviour with technology
to account for rapid change in both technologies and their environments. Each theory
or model has been proposed with different sets of determinants and moderators and
most of them have been developed in the U.S. It is therefore questioned whether the
theories and models of technology acceptance that have been developed, modified,
and extended in the U.S. can be used in other countries, especially in Thailand. It is
also questioned whether there might be other determinants and moderators that also
play important roles in this specific environment.

This thesis (1) reviewed literature in respect of nine prominent theories and models,
(2) reviewed previous literature about IT acceptance and usage within four contexts
of study, (3) investigated the extent to which academics use and intend to use the
Internet in their work, (4) investigated how to motivate academics to make full use of
the Internet in their work, (5) investigated to what extent using the Internet helps in
improving academics’ professional practice, professional development and quality of
working life, (6) formulated a research model of technology acceptance regarding
Internet usage by Thai academics, and (7) generated and validated the research model
that best describes Thai academics’ Internet usage behaviour and behaviour intention.
These last two objectives represent the main focus of the thesis.

Questionnaire survey method was used to collect primary data from 927 academics
within Business Schools in 20 Public Universities in Thailand. The survey yielded 455
usable questionnaires, with a response rate of 49%. Statistical analysis methods and
Structural Equation Modelling with AMOS version 6.0 were used to analyse data.

The research model was formulated with five core determinants of usage and up to
nine moderators of key relationships. It was then tested and modified, the final
modified model evidenced by goodness of fit of the model to the data, explained
31.6% (Square Multiple Correlation) of the variance in usage behaviour in teaching ,
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42.6% in usage behaviour in other tasks, 55.7% in behaviour intention in teaching and
59.8% in behaviour intention in other tasks.

From the findings, three core determinants: perceived usefulness, perceived ease of
use and self-efficacy significantly determined usage behaviour in teaching. Two core
determinants: perceived usefulness and self-efficacy significantly determined usage
behaviour in other tasks. Finally, usage behaviour significantly influenced behaviour
intention. In addition three moderators: age, e-university plan and level of reading and
writing, impacted the influence of key determinants toward usage behaviour. Only
two moderators: age and research university plan, impacted the influence of usage
behaviour toward behaviour intention. The rest including gender, education level,
academic position, experience and Thai language usage did not impact the influence
of the key determinants toward usage behaviour and did not impact the influence of
usage behaviour toward behaviour intention.

Consequently, the final modified research model which is called the “Internet
Acceptance Model” or “IAM” has the power to explain and predict user behaviour in
a Thai Business Schools environment. A thorough understanding of the model may
help practitioners to analyse the reasons for resistance toward the technology and also
help them to take efficient measures to improve user acceptance and usage of the
technology.

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TABLE OF CONTENTS
PAGE
DECLARATION…………………………………………………………………...i
ABSTRACT…………………………………………………………………...........ii
TABLE OF CONTENTS…………………………………………………...........iv
LIST OF TABLES…………………………………………………………..........xii
LIST OF FIGURES……………………………………………………………...xvi
PUBLICATIONS ASSOCIATED WITH THIS THESIS………………...xxi
GLOSSARY OF TERMS……………………………………………………...xxii
LIST OF ABBREVIATIONS…………………………………………………xxx
ACKNOWLEDGEMENTS………………………………………………….xxxii

CHAPTER 1: INTRODUCTION…………………………………………….1
1.1 Background to the Research……………………………………………………….1
1.2 Research Problem………………………………………………………………….3
1.3 Objectives of the Study……………………………………………………………5
1.4 Significance of the Study………………………………………………………….6
1.4.1 Individual Level…………………………………………………………6
1.4.2 Organisational Level…………………………………………………….7
1.4.3 National Level…………………………………………………………..8
1.5 Contributions of the Research……………………………………………………..9
1.6 Scope of the Study………………………………………………………………..10
1.7 Definition of Key Terms………………………………………………………….11
1.8 Structure of the Thesis……………………………………………………………12
1.9 Summary………………………………………………………………………….13
CHAPTER 2: INTERNET TECHNOLOGY…………………………….15
2.1 Introduction………………………………………………………………………15
2.2 Internet Definition………………………………………………………………..15
2.3 The Creation of the Internet……………………………………………………...16
2.4 The Internet Today……………………………………………………………….17
2.5 Internet Usage and the population of the World…………………………………18
2.6 Internet Culture…………………………………………………………………..24
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2.7 Internet Access…………………………………………………………………...25
2.8 Impact of the Internet on People’s lives………………………………………….26
2.9 Impact of the Internet on Education……………………………………………...26
2.10 The Future of the Internet…………………………………………………….....28
2.11 The Internet in Thailand………………………………………………………...28
2.12 Impact of the Internet on Education in Thailand………………………………..30
2.13 Summary…………………………………………………………………….......31

CHAPTER 3: THAI PUBLIC UNIVERSITIES AND BUSINESS
SCHOOLS………………………………………………………………………...32
3.1 Introduction……………………………………………………………………....32
3.2 Background of Thailand……………………………………………….................32
3.3 Thai Culture……………………………………………………………………... 33
3.4 Thai Universities………………………………………………………………….33
3.4.1 Types of Higher Education Institutions………………………………...33
3.4.2 Coordination of Higher Education……………………………………..35
3.4.3 Institutional Governance……………………………………………….36
3.5 Thai Public Universities………………………………………………………….37
3.5.1 University Staff………………………………………………………...37
3.5.2 Enrolment………………………………………………………………40
3.5.3 Admission to Public University………………………………………...41
3.6 Business Schools within Thai Public Universities……………………………….41
3.6.1 Business Schools……………………………………………………….41
3.6.2 Academic Staff…………………………………………………………41
3.7 Internet Technology in Thai Public Universities………………………………...42
3.8 Summary…………………………………………………………………………44

CHAPTER 4: TECHNOLOGY ACCEPTANCE THEORIES
AND MODELS…………………………………………………………………..45
4.1 Introduction……………………………………………………………………..45
4.2 Innovations Diffusion Theory (IDT)……………………………………………46
4.3 Social Cognitive Theory (SCT)………………………………………………...47
4.4 Theory of Reasoned Action (TRA)……………………………………………..48
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4.5 Theory of Planned Behaviour (TPB)…………………………………………...50
4.6 Decomposed Theory of Planned Behaviour (DTPB)…………………………..52
4.7 Technology Acceptance Model (TAM)………………………………………...53
4.8 Technology Acceptance Model 2 (TAM2)……………………………………..55
4.9 Augmented TAM or Combined TAM and TPB(C-TAM-TPB)………………..57
4.10 Unified Theory of Acceptance and Use of Technology (UTAUT)…………….58
4.11 Comparison of Models in the Literature………………………………………. 59
4.11.1 TAM and TRA………………………………………………………..60
4.11.2 TAM, TPB and DTPB………………………………………………..60
4.11.3 TPB and DTPB……………………………………………………….62
4.11.4 UTAUT and Other Theories………………………………………….63
4.12 Consideration of Moderators in the Literature………………………………….66
4.12.1 Experience and Voluntariness………………………………………...66
4.12.2 Experience and Inexperienced Users………………………………....67
4.12.3 Expectation Gap……………………………………………………....68
4.12.4 Age and Gender……………………………………………………….69
4.12.5 Culture Aspects……………………………………………………….69
4.13 Context Consideration…………………………………………………………..70
4.13.1 Technology Context…………………………………………………..70
4.13.2 Individual Context…………………………………………………….72
4.13.3 Organisational Context………………………………………………..72
4.13.4 Cultural Context………………………………………………………74
4.14 Dimension of Usage…………………………………………………………….75
4.14.1 Temporal Dimension………………………………………………….76
4.14.2 Mandatory or Voluntary Use……………………………………… ....76
4.15 Summary…………………………………………………………………….......77

CHAPTER 5: THEORETICAL FRAMEWORK AND
HYPOTHESES…………………………………………………………………..78
5.1 Introduction………………………………………………………………………78
5.2 Research Objectives……………………………………………………………...78
5.3 Theoretical Background……………………………………………………….....79

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5.4 Basic Concept of the The Theoretical Framework……………………………….80
5.5 Theoretical Framework…………………………………………………………..83
5.6 Direct Determinants……………………………………………………………...85
5.6.1 Perceived Usefulness…………………………………………………..86
5.6.2 Perceived Ease of Use………………………………………………….86
5.6.3 Social Influence………………………………………………………...87
5.6.4 Facilitating Conditions…………………………………………………88
5.6.5 Self-Efficacy…………………………………………………………...88
5.7 User Behaviour…………………………………………………………………..89
5.7.1 Usage Behaviour……………………………………………………….90
5.7.2 Behaviour Intention……………………………………………………90
5.8 Individual Characteristics Moderators…………………………………………..91
5.8.1 Gender, Age and Experience…………………………………………..92
5.8.2 Education Level………………………………………………………..93
5.8.3 Academic Position……………………………………………………..94
5.9 Cultural Aspects Moderators…………………………………………………….95
5.9.1 E-university Plan...……………………………………………………96
5.9.2 Research University Plan...…………………………………………...97
5.9.3 Level of Reading and Writing………………………………………...98
5.9.4 Thai Language………………………………………………………...98
5.10 Research Hypotheses…………………………………………………………...99
5.10.1 Direct Path Hypotheses……………………………………………….99
5.10.2 Moderating Hypotheses……………………………………………..100
5.11 Measurement Items……………………………………………………………102
5.11.1 Core Constructs……………………………………………………...102
5.11.2 Academic Work……………………………………………………………..105

5.12 Summary………………………………………………………………………106

CHAPTER 6: RESEARCH METHODOLOGY………………………108
6.1 Introduction…………………………………………………………………….108
6.2 Research Process……………………………………………………………….108
6.3 Research Design………………………………………………………………..110
6.4 Survey Research Methodology…………………………………………………112
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6.4.1 Methodology Strategy………………………………………………...112
6.4.2 Interview Method for Developing the Questionnaire….……………..114
6.4.3 Questionnaire Method for the Main Survey …….…………………...115
6.5 Development of the Questionnaire...…………………………………………...117
6.5.1 Preliminary Information Gathering…………………………………...117
6.5.2 Questionnaire Design…………………………………………………118
6.5.3 Pre-testings of the Questionnaire……………………………………..125
6.6 Pilot Survey…………………………………………………………………….126
6.7 Reliability Analysis of the Instrument…………………………………………128
6.8 Validity of the Instrument……………………………………………………...130
6.8.1 Content Validity. ……………………………………………………..130
6.8.2 Construct Validity…………………………………………………….131
6.9 Population, Sample and Data Collection……………………………………….132
6.9.1 Population…………………………………………………………….132
6.9.2 Sample Size…………………………………………………………...133
6.9.3 Data Collection………………………………………………………..134
6.9.4 Response Rate………………………………………………………...138
6.10 Data Editing and Coding………………………………………………………139
6.11 Data Analysis…………………………………………………………………..141
6.11.1 T-test…………………………………………………………………142
6.11.2 Structural Equation Model (SEM)…………………………………...142
6.11.3 Multiple-Group Analysis Using AMOS……………………………..148
6.11.4 Bootstrapping Procedures and Bollen-Stine Bootstrap Method……..148
6.11.5 Sample Size Requirements…………………………………………..148
6.12 Data Management for Multivariate Data Analysis……………………………149
6.12.1 Missing Data ………………………………………………………...149
6.12.2 Multivariate Outliers………………………………………………...154
6.12.3 Multivariate Normality………………………………………………155
6.12.4 Multicollinearity……………………………………………………..157
6.13 Generisability of the Findings…………………………………………………157
6.14 Ethics in this Research…………………………………………………………158
6.15 Summary……………………………………………………………………….159

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CHAPTER 7: PRELIMINARY DATA ANALYSIS………………….160
7.1 Introduction……………………………………………………………………..160
7.2 Reliability Analysis……………………………………………………………..160
7.3 Validity Analysis………………………………………………………………..161
7.4 Demographic Data……………………………………………………………...161
7.5 Background of Internet Usage………………………………………………….164
7.5.1 Personal Internet Usage……………………………………………….164
7.5.2 Internet Service and Internet Access Method………………………...165
7.6 Cross-Tabulation………………………………………………………………..167
7.7 Cultural Aspects………………………………………………………………...167
7.8 Actual Internet Usage and Intention to Use…………………………………….169
7.8.1 Internet Usage and Intention to Use on Average……………………..169
7.8.2 Majority of Internet usage and Intention to Use………………………170
7.9 How to Make Full Use of the Internet………………………………………….170
7.10 Professional Practice..…………………………………………………………173
7.11 Personal Development………………………………………………………...173
7.12 Quality of Working Life………………………………………………………174
7.13 Different between Two Groups……………………………………………….175
7.13.1 Gender……………………………………………………………….175
7.13.2 Age…………………………………………………………………..177
7.13.3 Education Level……………………………………………………..177
7.13.4 Academic Position…………………………………………………..178
7.13.5 Experience…………………………………………………………...178
7.14 Summary………………………………………………………………………179

CHAPTER 8: INTERNET ACCEPTANCE MODELLING………..181
8.1 Introduction……………………………………………………………………...181
8.2 Constructs of the Research Model……………………………………………....182
8.3 Construct Reliability…………………………………………………………….184
8.4 Discriminant Validity…………………………………………………………...186
8.4.1 Five Exogenous Latent Constructs……………………………………187
8.4.2 Four Endogenous Latent Constructs…………………………………..190
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