Staff View: 21st century educational technology adoption in accounting education: Does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention?

21st century educational technology adoption in accounting education: Does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention?

This study examines the interaction effects of institutional support between the educators’ conscientiousness traits and acceptance behaviour towards their behavioural intention to adopt educational technology. Simple random sampling and questionnaire survey methods were used on university educators...

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Main Authors:	Mat Dangi, Mohamad Ridhuan, Mohamed Saat, Maisarah
Format:	Article
Language:	English
Published:	Human Resource Management Academic Research Society 2021
Subjects:	H Social Sciences (General)
Online Access:	http://eprints.utm.my/id/eprint/96743/1/MaisarahMohamedSaat2021_21stCenturyEducationalTechnologyAdoptioninAccountingEducation.pdf http://eprints.utm.my/id/eprint/96743/ http://dx.doi.org/10.6007/IJARBSS/v11-i1/8288
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id	my.utm.96743
record_format	eprints
spelling	my.utm.967432022-08-20T01:57:43Z http://eprints.utm.my/id/eprint/96743/ 21st century educational technology adoption in accounting education: Does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention? Mat Dangi, Mohamad Ridhuan Mohamed Saat, Maisarah H Social Sciences (General) This study examines the interaction effects of institutional support between the educators’ conscientiousness traits and acceptance behaviour towards their behavioural intention to adopt educational technology. Simple random sampling and questionnaire survey methods were used on university educators from several public universities in Malaysia, offering bachelor's degree programmes in accounting. Data were analysed using structural equation modelling to achieve the study’s objectives. This study found that perceived usefulness, attitudes, and conscientiousness are significant, suggesting their important role as predictors of educational technology adoption among accounting educators. Meanwhile, institutional support is able to moderate the acceptance behaviour of accounting educators in the matter of usefulness, ease of use, and attitudes towards the behavioural intention to use educational technology; however, it has no interaction effect on conscientiousness. This study provides valuable insights into understanding the factors influencing accounting educators’ intention to integrate technology in the teaching and learning activities of the 21st century environment. Human Resource Management Academic Research Society 2021 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/96743/1/MaisarahMohamedSaat2021_21stCenturyEducationalTechnologyAdoptioninAccountingEducation.pdf Mat Dangi, Mohamad Ridhuan and Mohamed Saat, Maisarah (2021) 21st century educational technology adoption in accounting education: Does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention? International Journal Academic Research in Business and Social Sciences, 11 (1). pp. 304-333. ISSN 2222-6990 http://dx.doi.org/10.6007/IJARBSS/v11-i1/8288 DOI : 10.6007/IJARBSS/v11-i1/8288
institution	Universiti Teknologi Malaysia
building	UTM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Teknologi Malaysia
content_source	UTM Institutional Repository
url_provider	http://eprints.utm.my/
language	English
topic	H Social Sciences (General)
spellingShingle	H Social Sciences (General) Mat Dangi, Mohamad Ridhuan Mohamed Saat, Maisarah 21st century educational technology adoption in accounting education: Does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention?
description	This study examines the interaction effects of institutional support between the educators’ conscientiousness traits and acceptance behaviour towards their behavioural intention to adopt educational technology. Simple random sampling and questionnaire survey methods were used on university educators from several public universities in Malaysia, offering bachelor's degree programmes in accounting. Data were analysed using structural equation modelling to achieve the study’s objectives. This study found that perceived usefulness, attitudes, and conscientiousness are significant, suggesting their important role as predictors of educational technology adoption among accounting educators. Meanwhile, institutional support is able to moderate the acceptance behaviour of accounting educators in the matter of usefulness, ease of use, and attitudes towards the behavioural intention to use educational technology; however, it has no interaction effect on conscientiousness. This study provides valuable insights into understanding the factors influencing accounting educators’ intention to integrate technology in the teaching and learning activities of the 21st century environment.
format	Article
author	Mat Dangi, Mohamad Ridhuan Mohamed Saat, Maisarah
author_facet	Mat Dangi, Mohamad Ridhuan Mohamed Saat, Maisarah
author_sort	Mat Dangi, Mohamad Ridhuan
title	21st century educational technology adoption in accounting education: Does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention?
title_short	21st century educational technology adoption in accounting education: Does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention?
title_full	21st century educational technology adoption in accounting education: Does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention?
title_fullStr	21st century educational technology adoption in accounting education: Does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention?
title_full_unstemmed	21st century educational technology adoption in accounting education: Does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention?
title_sort	21st century educational technology adoption in accounting education: does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention?
publisher	Human Resource Management Academic Research Society
publishDate	2021
url	http://eprints.utm.my/id/eprint/96743/1/MaisarahMohamedSaat2021_21stCenturyEducationalTechnologyAdoptioninAccountingEducation.pdf http://eprints.utm.my/id/eprint/96743/ http://dx.doi.org/10.6007/IJARBSS/v11-i1/8288
_version_	1743107021961428992
score	13.211869

21st century educational technology adoption in accounting education: Does institutional support moderates accounting educators acceptance behaviour and conscientiousness trait towards behavioural intention?

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