ERIC Number: EJ1098519
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
The Determinants of Student Effort at Learning ERP: A Cultural Perspective
Alshare, Khaled A.; El-Masri, Mazen; Lane, Peggy L.
Journal of Information Systems Education, v26 n2 p117-133 Spr 2015
This paper develops a research model based on the Unified Theory of Acceptance and Use of Technology model (UTAUT) and Hofstede's cultural dimensions to explore factors that influence student effort at learning Enterprise Resource Planning (ERP) systems. A Structural Equation Model (SEM) using LISREL was utilized to validate the proposed research model using a convenience sample of students at two universities in the USA. The results showed that while subjective norm and career relevance were positively associated with performance expectancy (PE), course structure and self-efficacy were positively associated with effort expectancy (EE). Performance expectancy and effort expectancy were positively associated with student attitude toward ERP. Student attitude toward ERP was positively associated with student effort at learning ERP. The results also revealed that power distance, uncertainty avoidance, and masculinity moderate the relationships between EE and PE on one side and attitude on the other side, between EE and PE, and between attitude and effort at learning ERP, respectively. Implications for educators and researchers are reported.
Descriptors: Management Information Systems, Adoption (Ideas), Models, College Students, Structural Equation Models, Student Behavior, Self Efficacy, Student Attitudes, Relevance (Education), Course Organization, Power Structure, Anxiety, Masculinity, Behavior Standards, Social Behavior, Student Surveys, Questionnaires, Factor Analysis, Statistical Analysis
Journal of Information Systems Education. e-mail: firstname.lastname@example.org; Web site: http://www.jise.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A