ADOPTION OF TECHNOLOGY IN HIGHER EDUCATION: EXPANDING THE TECHNOLOGY ACCEPTANCE MODEL
This study examines the teachers’ usage intention to use digital tools and services in higher education. Based on the Technology Acceptance Model and Agency Theory, teachers’ usage intention is theorized as a function of their perceived usefulness, perceived ease of use, and incentives. By combining these two theories, both personal and managerial perspectives are addressed, and prior TAM-research is extended by adding the concept of managerial incentives from Principal Agency Theory. Data from an online survey from teaching academics were collected, and the research model was validated by a structural equation modeling (SEM) approach. The results indicate a good fit with the data, and three out of four hypotheses are supported. Finally, theoretical and managerial implications are presented and discussed.