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 i 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 , ii 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. iii 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 iv PAGE 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 v PAGE 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 vi PAGE 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 vii PAGE 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 viii PAGE 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 ix