Date of Award

Winter 2006

Document Type

Dissertation

Degree Name

Doctor of Business Administration (DBA)

Department

Marketing and Analysis

First Advisor

Hani Mesak

Abstract

This study broadens the Technology Acceptance Model (TAM) proposed by Davis (1989) by incorporating multiple dimensions of cultural attributes into the model. The study also specifies and expands on the factors that may influence faculty members' computer literacy and computer usage in a developing country, namely Jordan.

To operationalize the constructs of the introduced conceptual model, eight instruments were used. They are Igbaria, Zinatelli, Cragg, and Cavaye's (1997) scales of organizational support; Hofsted's (1988) scale of cultural attributes; Igbaria and Parasuraman's (1989) scale of attitudes toward computers; Thatcher and Perrewe's (2002) scale of computer anxiety; Compeau and Higgins's (1995) scale of computer self-efficacy; Igbaria, Zinatelli, Cragg, and Cavaye's (1997) scales of computer perceived usefulness and perceived ease of use; Wright's (1980) scale of computer literacy; and Igbaria, Zinatelli, Cragg, and Cavaye's (1997) scale of computer usage.

The data for the study were collected through a field study with Jordanian faculty remembers as subjects. A national sample of 2500 faculty members from 16 universities in Jordan participated in this study. Responses were received from 812 participants, yielding a response rate of 32.5 percent. Sixty five questionnaires were found unusable, and therefore were discarded. A total of 747 questionnaires (or 29.9 percent) were used in the study.

A variety of multivariate statistical techniques were employed to assess the validity of 115 research hypotheses. The multivariate statistical techniques include factor analysis, canonical correlation analysis, multivariate analysis of variance and covariance (MANOVA and MANCOVA), and multivariate regression analysis. The results of the data analyses provided support for 42 hypotheses out of the 115 hypotheses that were examined. The supported set of hypotheses revealed that computer literacy and computer usage were directly affected by individual cultural attributes and were also indirectly affected by them through computer beliefs and behavior variables.

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