Information Systems Education Journal

Volume 15

V15 N4 Pages 29-37

July 2017

Parental Perceptions and Recommendations of Computing Majors: A Technology Acceptance Model Approach

Loreen Marie Powell
Bloomsburg University
Bloomsburg, PA 17815, USA

Hayden Wimmer
Georgia Southern University
Atlanta, GA 30302 , USA

Abstract: Currently, there are more technology related jobs then there are graduates in supply. The need to understand user acceptance of computing degrees is the first step in increasing enrollment in computing fields. Additionally, valid measurement scales for predicting user acceptance of Information Technology degree programs are required. The majority of existing research regarding methods for increasing enrollment focus on subjective measures that are often invalid or invalidated. This research study adapts a well-known, validated and established user acceptance of information technology model (TAM) developed by Davis in 1989. The TAM model was adapted to understand factors for the acceptance of information technology and was based on the long standing Theory of Reasoned Action from behavioral psychology. This work adapts TAM to explore factors that influence parents’ decision to recommend Information Technology as a Major to their children. Since parents have a high degree of influence over the major selection of their children, determining factors for recommending I.T. as a major can assist I.T. programs in improved marketing to increase enrollment. Results revealed parent’s perception of the perceived usefulness of I.T. affected their willingness to recommend I.T. as a major to their children. Additionally, parents were not concerned with how easy I.T. is but, they were concerned with the usefulness of I.T.

Keywords: enrollment, information technology (IT), TAM, Technology Acceptance Model

Download this article: ISEDJ - V15 N4 Page 29.pdf

Recommended Citation: Powell, L. M., Wimmer, H. (2017). Parental Perceptions and Recommendations of Computing Majors: A Technology Acceptance Model Approach. Information Systems Education Journal, 15(4) pp 29-37. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of EDSIG 2016)