What is it about?

Business schools strive to improve students' analytical skills by incorporating advanced business application software such as Peachtree, SAS, IBM SPSS, etc. courses into their curricula. This study examined how business school students perceived the ease of using the software and the usefulness of using the software in learning and tested Technology Acceptance Model for students' intention to use the software.

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Why is it important?

Our findings showed that students in general agreed that using advanced business application software was rather free from effort and using the technology could enhance their course performance. These two factors influenced students' attitude towards using the software and their intention to use the software. Additionally, male students rated items of perceived ease of use significantly higher than female students, but no significant difference was found between the ratings of perceived usefulness by male and female students. Instructors are encouraged to use more interesting real-life examples to engage female students to learn and use the software.


Engaging students to learn advanced business (or engineering) software will not only benefit students, it benefits their future employers and the industry because in this era of big data, firms require their employees to collect, filter, analyse, and interpret a vast amount data to understand business situations and make effective management decisions. We found that TAM was applicable to explain students' intention to use the software during the study period, possibly in their future jobs. Yet, TTF model may be another way to look at employees' utilization of ICT from a different, more practical perspective.

Professor W.M. To
Macao Polytechnic University

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This page is a summary of: Technology acceptance model for the intention to use advanced business application software among Chinese business school students, Australasian Journal of Educational Technology, April 2019, Australasian Society for Computers in Learning in Tertiary Education, DOI: 10.14742/ajet.4942.
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