Assuring graduate competency: a technology acceptance model for course guide tools

Atif, A; Richards, D; Busch, P; Bilgin, A

Assuring graduate competency: a technology acceptance model for course guide tools

Atif, A

Richards, D Busch, P Bilgin, A

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Publisher:: SPRINGER
Publication Type:: Journal Article
Citation:: Journal of Computing in Higher Education, 2015, 27, (2), pp. 94-113
Issue Date:: 2015-08-25

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Field	Value	Language
dc.contributor.author	Atif, A https://orcid.org/0000-0003-0381-0343
dc.contributor.author	Richards, D
dc.contributor.author	Busch, P
dc.contributor.author	Bilgin, A
dc.date.accessioned	2024-08-15T01:59:05Z
dc.date.available	2024-08-15T01:59:05Z
dc.date.issued	2015-08-25
dc.identifier.citation	Journal of Computing in Higher Education, 2015, 27, (2), pp. 94-113
dc.identifier.issn	1042-1726
dc.identifier.issn	1867-1233
dc.identifier.uri	http://hdl.handle.net/10453/180416
dc.description.abstract	Higher education institutions typically express the quality of their degree programs by describing the qualities, skills, and understanding their students possess upon graduation. One promising instructional design approach to facilitate institutions’ efforts to deliver graduates with the appropriate knowledge and competencies is curriculum mapping. To support the complex activity of curriculum mapping and to address existing problems associated with current practices around unit guides, that many Australian higher education institutions are developing unit guide information systems (UGISs). This study examines factors influencing the acceptance and use of UGIS by unit conveners and academics. This study proposed a model for the acceptance of UGIS, which integrated key constructs from the technology acceptance model (TAM), social cognitive theory and model of PC utilization including seven main factors: perceived usefulness, perceived ease of use, attitude towards using the UGIS, intention to use the UGIS, social influence, unit guide specific self-efficacy, and unit guide specific anxiety. The model was tested on a sample of 134 unit guide users from 39 Australian universities and analyzed using structural equation modeling and partial least squares methods. Analysis showed that attitude, perceived usefulness, and perceived ease of use from the basic TAM model contributed significantly to explain the intention of academics and unit conveners to use UGIS. In addition, the integration of self-efficacy, anxiety and social influence as constructs were found to improve the fit of the model. Implications of the results are discussed within the context of unit guides and curriculum mapping.
dc.language	English
dc.publisher	SPRINGER
dc.relation.ispartof	Journal of Computing in Higher Education
dc.relation.isbasedon	10.1007/s12528-015-9095-4
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.subject	1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.subject.classification	3903 Education systems
dc.subject.classification	3904 Specialist studies in education
dc.subject.classification	4601 Applied computing
dc.title	Assuring graduate competency: a technology acceptance model for course guide tools
dc.type	Journal Article
utslib.citation.volume	27
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
utslib.copyright.status	recently_added	*
dc.date.updated	2024-08-15T01:59:04Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	27
utslib.citation.issue	2

Abstract:

Higher education institutions typically express the quality of their degree programs by describing the qualities, skills, and understanding their students possess upon graduation. One promising instructional design approach to facilitate institutions’ efforts to deliver graduates with the appropriate knowledge and competencies is curriculum mapping. To support the complex activity of curriculum mapping and to address existing problems associated with current practices around unit guides, that many Australian higher education institutions are developing unit guide information systems (UGISs). This study examines factors influencing the acceptance and use of UGIS by unit conveners and academics. This study proposed a model for the acceptance of UGIS, which integrated key constructs from the technology acceptance model (TAM), social cognitive theory and model of PC utilization including seven main factors: perceived usefulness, perceived ease of use, attitude towards using the UGIS, intention to use the UGIS, social influence, unit guide specific self-efficacy, and unit guide specific anxiety. The model was tested on a sample of 134 unit guide users from 39 Australian universities and analyzed using structural equation modeling and partial least squares methods. Analysis showed that attitude, perceived usefulness, and perceived ease of use from the basic TAM model contributed significantly to explain the intention of academics and unit conveners to use UGIS. In addition, the integration of self-efficacy, anxiety and social influence as constructs were found to improve the fit of the model. Implications of the results are discussed within the context of unit guides and curriculum mapping.

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http://hdl.handle.net/10453/180416