Abstract

Information Systems can play an important role in ensuring and improving the quality of education provided. However, lack of acceptance of these information systems and resistance of technology innovations by the end users limit the expected benefits of the system. This research attempts to identify the key determinants for the acceptance of the Unit Guide Information Systems (UGIS) in the Australian higher education sector. The technology acceptance model (TAM), social cognitive theory (SCT) and model of PC utilization (MPCU) are combined to provide a new framework for this analysis. Results of the study are consistent with the technology acceptance factors for explaining the behavioural intention of the academics. The study also shows the effects of application specific self-efficacy, application specific anxiety and social influence on the acceptance of UGIS. Implications of the results are discussed within the context of unit guides and curriculum mapping.

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