DR.KONSTANTINOS Z.

VASILEIOU
University of Ioannina, Greece
DR.GEORGE S.SPAIS
Universify of Ploponnse, Greece

A revision of Technology Acceptance Model

for the measurement of business school
students* intention to increase PC and
Internet use for academic purposes

The main aim of the present inquiry is to identify and measure the factors that
influence business school students' intention to increase PC and internet use to
improve their academic performance. In this inquiry we empiricaify build and
investigate a differentiation of the well known Technology Acceptance Model
(TAM) (Davis et al, 1989), to study the adoption of Information Technology
Applications by Business School students for academic purposes. The revised
model was structured in the logic that the actual computers and internet use, as well
as possessing PC and accessing internet at home may contribute to predicting
students' intention to increase PC and internet use to enhance their academic
knowledge. The developed model was empirically tested using a sample of
Business School students of two Greek Universities.

Introduction
HE TRANSFORMATIONS THAT HAVE TAKEN PLACE in the structure and
the character of modern university education have rendered technology a
particularly important factor in the organisational transformation of educational
strategy and educational processes (Fusilier and Durlabhji, 2005; Govindasamy,
2002). Universities are supposed to prepare their students to deal with an
increasingly competitive working environment, where digital literacy (sophisticated
use of IT and the Internet) is emerging as a new key competency required by
workers and citizens for the Knowledge Society (European Commission, 2005;
Padilla-Melndez and Garrido-Moreno, 2007). This is particularly the case for
Business School students who will, in their future, work in an environment where
advanced knowledge of Information Technology applications seems to be a key
prerequisite for a successful career (Padilla-Melndez and Garrido-Moreno, 2007).
However, the only published research regarding the adoption of Information

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Technologies in Greece showed that Greek citizens still lack behind comparing to
other Europeans, although young people use PC and Internet considerably more
than other age groups (EDET, 2006). Other factors contributing to IT adoption are
sex, income level, occupation and education level.
Literature review revealed that none research so far has dealt with the factors that
relate to business school students' intention to increase computers (PC) and internet
use for academic purposes.
The basic aim of this inquiry is identify and measure the importance of the
factors that relate to students' intention to PC and internet to improve their
academic performance.
According to the number of citations, the two frequently investigated models in
this area are the theory of planned behavior (TPB) (Ajzen 1991) and the technology
acceptance model (TAM) (Davis 1989; Davis et al. 1989). The theory of planned
behavior posits that behavioral intention to perform an activity is determined by:
attitude, perceived behavioral control, defined as the perception of how easy or
difficult it is to perform a behavior; and subjective norm, defined as one's beliefs
about whether significant others think that one should engage in the activity. TAM
states that behavioural intention to use a technology derives from two beliefs: (1)
perceived usefulness, defined as the expectation that the technology will enhance
one's job performance; and (2) perceived ease of use, defined as the belief that
using the technology will be free of effort (Adams et al., 1992; Davis et al., 1989;
Mathieson, 1991; Shivers - Blackwell and Charles, 2006; Stoel and Lee, 2003).
This formulation of TAM has been developed as a result of extensive testing and
refinement (Venkatesh and Davis 1996; Venkatesh 1999).
The other two parts of TAM are Experience from previous use of Technology and
Behavioral Intention to Use. The Experience from previous use of Technology
refers to individual's perceived experience on the particular application(s) of the
Technology. Behavioral Intention to Use is a measure of the probability that a
individual will use a particular application. Finally, the dependent variable of TAM
is the Actual Use of the application, which is measured by the time of duration or
the frequency the application is used.
In this inquiry we empirically build and investigate a differentiation of the well
known Technology Acceptance Model (TAM) (Davis et al, 1989), to study the
adoption information technology applications by business school students for
academic purposes. The revised model was structured in the logic that the actual
computers and internet use, as well as possessing PC and accessing internet at home
may contribute to predicting students' intention to increase PC and internet use to
enhance their academic knowledge. Thus, it is the first time that the actual use's
influence on perceived experience, self-efficacy and usefulness is examined,
compared to previous studies on the intention to PC and/or internet use for academic
purposes (Pituch and Lee, 2006; Ong and Lai, 2006; Roca et al., 2006; King, 2006;
Elwood et al, 2006; Lee, 2006), or in the context of the application of TAM to
management education (Martins & Kellermans, 2004). The developed model was
empirically tested using a sample of business school students of two universities.
Research Hypotheses & Research Model
We adopt the following new definition for students' intention to increase PC and

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internet use for academic purposes: "the measure of probability that a student will
increase a PC or Internet application (word processing, data processing
(spreadsheets), internet and e-mail)"
The research model is based on the study of Liaw (2007). The theoretical
background of research derives from the work of Levine & Donitsa - Schmidt
(1998), and Zhang & Espinoza (1998).
The research model was used to test the following research hypotheses:
(Hi): Owning a PC or accessing Internet at home increases their use
(H2): Owning a PC or accessing Internet at home increases perceived self-efficacy
(H3): Increased PC and Internet actual use implies higher perceived experience
with PC and Internet use.
(H4): Increased PC and Internet actual use implies higher perceived self-efficacy
with PC and Internet use
(H5): Increased PC and Internet actual use implies higher perceived usefulness of
PC and Internet use
(He): Increased PC and Internet actual use implies higher intention to increase
PC and Internet use.
(H7): Higher perceived experience with PC and Internet use implies higher
perceived self-efficacy with PC and Internet use.
(Hg): Higher perceived self-efficacy with PC and Internet use implies higher
intention to increase PC and Internet use.
(H9): Higher perceived usefulness of PC and Internet use implies higher intention
to increase PC and Internet use
Figure 1
The revised Technology Acceptance Model TAM to explore students'
intention to increase PC and Internet use to improve academic
performance

Own PC & Internet

access at home

H2

Hi

PC & Internet Actual

Use

Perceived
Experience

Perceived SeifEfficacy

Perceived Usefuiness

H,
Intention to increase PC &
Intemet use for academic
purposes

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Table 1
Definitions of research model constructs
Constructs

Definition

References

1. Perceived
experience with
PC and Internet
use

Defined in two ways:

i) perceived usage, the amount of time
spent interacting witb a microcomputer and
frequency of use.
ii) variety of use, the importance of use
and the collection of software package
use.

Mitra (1998);

2. Perceived Selfefficacy with PC

and Internet use

Beliefs in one's capabilities to organize

and execute the courses of action required
to produce given attainments, or
An individual's confidence in his/her
ability that may impact the performance of
tasks.

Bandura (1997);
Kinzieetal (1994)
(Liaw & Huang,
2003).

3. Perceived
usefulness of PC
and Internet use

The degree to which an individual

believed that using a particular system
would enhance his or her job

Igabaria et al
(1995); aw
(2007)

RESEARCH METHOD
Participants, Procedure & Data Collection
The research model was tested by conducting questionnaire survey to a sample of
827 students from two Greek Universities, the University of Athens and the
University of Ioannina. The response rate was 93.5%. The number of male and
female students was almost equal (410 and 417, respectively). About forty (40.1%)
aged 18-20, forty-nine (48.7%) aged 21-23, about nine (8.89%) aged 24-26 and
around two (2.3%) aged more than 26.
Measures
The questionnaire used to test the revised TAM research model consisted of six
parts:
(a) Owning a PC and accessing Internet at home,
(b) Actual PC and Internet use,
(c) Perceived experience construct measured with 5 variables (7-points Likert
scale ranging from "l=no experience" to "7=very high experience"),
(d) perceived self-efficacy consisting of 5 variables (7-points Likert scale ranging
from "l=totally disagree" to "7=totally agree"),
(e) perceived usefulness (6 variables (7-points Likert scale ranging from
"l=totally disagree" to "7=totally agree").

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(f) intention to increase PC and Internet use in order to improve academic

performance (5 variables (7-points Likert scale ranging from "1= totally disagree" to
"7=totally agree") and
(g) demographic information, including sex, age, family income and English
language knowledge level.
With establishing content validity, the questionnaire was refined through rigorous
pre-testing. The pre-testing was focused on instrument clarity, question wording
and validity. During the pre-testing, three doctoral students and three professors
(from the University of Ioannina) were invited to comment on the questions and
wordings. The comments of these six (6) individuals then provided a basis for
revisions to the construct measures.
Analyses
Mean and standard deviation: Descriptive statistics will allow describing the
basic features of the data in our study. The mean or average is probably the most
commonly used method of describing central tendency. The standard deviation is a
more accurate and detailed estimate of dispersion because an outlier can greatly
exaggerate the range. The Standard Deviation will allow showing the relation that
set of scores has to the mean of the sample.
Cronbach-a: The internal consistency was measured calculating the Cronbach-a
coefficient, based on the average inter-item correlation.
Spearman Rho's correlation analysis: The research model hypotheses were
initially tested carrying out correlation analysis among the variables.
Multiple Regression analysis based on Durbin-Watson statistic and
multiple R^ coefficient: Path analysis is the most commonly used methodology
to examine the relationships among variables in the form of linear causal models. In
general, the value of the path coefficient (R^) associated with each path represents
the strength of each linear influence. The Durbin-Watson statistic examines the
degree of auto-correlation and multicolinearity was checked through correlation
analysis among dependent variables, which in every case was less than 0.8.
RESEARCH RESULTS
Sample Characteristics
The response rate, as mentioned before, was 93.5%. The participants in the study
were 827 undergraduate Greek University students, almost half of them male and
half female (49.6% and 50.4%, respectively). The number of male and female
students was almost equal (410 and 417, respectively). About forty (40.1%) aged
18-20, forty-nine (48.77o) aged 21-23, about nine (8.89%) aged 24-26 and around
two (2.37o) aged more than 26. About ninety-three (92.6%) had a personal
computer in their home; about seven (7.4%) had not. About fifty-five (55.3%) had
internet access in their home and about forty-five (44.7%) had not. About sixtythree percent (63.1%) used computers less than 15 hours/week, about twenty-three
(22.7%) used computers 15.01 - 30 hours/week and about fourteen (14.1%) used
computers more than 30 hours/week. About sixty-six (65.9%) used internet less
than 6 hours/week, about seventeen (17.0%) used internet 6.01-12 hours/week and
seventeen (17.0%) used internet more than 12 hours.

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MODEL

Table 3
Actual students' PC and Internet use (hours/week) (n=827)
Internet

HA'
No use
0,1-5
5,1 - 10
10,1 -15
15,1-20
20,1 - 25
25,1 - 30
>30

Total

N
16
203
204
99
91
52
45
117
827

%
1,9

24,5
24,7
12,0
11,0
6,3
5,4

14,1
100,0

No use
0,1-2
2,1-4
4,1-6
6,1-8
8,1 -10
10,1-12
> 12
Total

N
49
288
109
99
38
88
15
141
827

7o

5,9

34,8
13,2
12,0
4,6

10,6
1,8

17,0
100,0

Descriptive Statistics
Table 2 presents the mean, standard deviation values for the variables that define
perceived experience, perceived self-efficacy, perceived usefulness and intention to
increase PC and Internet use constructs. The Cronbach-a and item-total correlation
for the variables of each construct have also been calculated.

Table 2
Descriptive statistics, Item-total correlations and internal consistency
reliability (n=827)
Item- Crontotal bach a
correlation

Mean

.8847

1. Experience using PC & Internet:

Operating systems (Windows, Linux)
Word processing packages (Word, Wordpad)
Database packages (Spreadsheets - Excel)
Internet
E-mail

4.747
5.046
4.409
4.742
4.341

1.560
1.555
1.733
1.704
1.982

0.7101
0.8036
0.6613
0.7389
0.6867

2. Perceived self-efficacy using PC & Internet:

PC generally
Word processing packages
Database packages
E-mail
Internet to find information

5.000
5.006
4.491
4.417
5.146

1.580
1.528
1.698
1.928
1.677

0.8011
0.8256
0.681
0.7117
0.7136

.8984

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Mean

3. Perceived usefulness of PC
&'lnternet use:
PC s helpful for data processing
PC is helpful for text processing
Increasing PC use can improve my
academic performance
Increasing Internet use can improve my

academic performance
E-mail is useful to contact with classmates
and professors
Internet is useful to find information for
academic purposes
4. Intention to increase PC & Internet use
to improve academic performance:
Internet
PC in general
Word processing packages
Database packages
E-mail

Item- Crontotal bach a

correlation
.8294

6.328
6.334

0.978
0.954

0.5362
0.5655

5.461

1.448

0.6653

5.490

1.435

0.6685

5.412

1.576

0.5431

6.156

1.205

0.6073

5.274
5.643
5.356
5.103
4.521

1.550
1.368
1.539
1.625
1.701

0.6083
0.709
0.7689
0.6977
0.651

.8659

Participants in the survey claim to have more experience (rather high) with word
processing packages, followed by operating systems and internet use, and to less
extent database packages and email (relatively high). Consequently, it is not
surprising that students mention to feel more comfortable (rather agree) using PC
generally, word processing packages and internet than email and database
packages (neither disagree not agree). Although students find that PC is very helpful
for data and text processing and Internet is also very useful to find information for
academic purposes, they hold, to less extent, positive stance regarding the
improvement they can achieve in their academic pertormance by increasing PC
and Internet use. The last finding may be explained by the fact that few modules in
the faculties studied require from their students coursework where intense PC and
Internet use is necessary.
Regarding their intention to increase PC and Internet use to improve academic
performance students, being consistent with their other perceptions, hold positive
stance to do so. Word processing packages, internet and database packages seem
to capture more the future interest of students that email use.
Cronbach-a values are rather high (from 0.83 to 0.90) for all constructs. Item-total
correlations range from 0.66 and 0.81 for perceived experience variables, from
0.71 to 0.83 for perceived self-efficacy, from 0.54 to 0.67 for perceived usefulness
and from 0.61 to 0.77 for intention to increase PC and Internet use, which can be
deemed acceptable for further data analyses of constructs.

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Research model correlation and path analyses

The Spearman's Rho correlation-coefficients among the research model variables
indicate that all variables are significantly correlated (bi-variate relationships) with
each other and the correlation was all less than 0.75.

Table 4
Correlation analyses (n = 827)
Variables

2.

3.

4.

5.

6.

7.

8.

9.

10

1. Actual PC use

0.727(') 0.460(*')

0.386(**) 0.367(**)

0.428(*) 0.413(**) 0.487(") 0.334(**) 0.226(")

2. Actual Internet use

1.000

0.404(**)

0.358(") 0.322(")

0.512(**) 0.498(") 0.498(") 0.379(") 0.219(*)

3. Perceived experience using

Operational Systems
0.404(**) 1.000

0.684(**) 0.559(**)

0.569(*) 0.547(") 0.679(**) 0.435(**) 0.294(**)

4. Perceived experience with

text processing packages

0.358(")

1.000

0.721(")

0.583(*) 0.580(**) 0.737(**) 0.455(") 0.299('**)

5. Perceived experience with

data processing packages

0.322(**) 0.559(")

0.721(")

1.000

0.497(**) 0.459(*) 0.684(*') 0.351(**) 0.269(")

6. Perceived experience
using Internet

0.512(")

0.583C')

0.497()

1.000

0.750(**) 0.730(") 0.485(*) 0.266(")

7. Perceived experience
using e-mail

0.498(**) 0.547(")

0.580(*) 0.459C*)

0.750(**)

1.000

8. Perceived self-efficacy
using PC & Internet

0.498(")

0.679(")

0.737(**) 0.584(**)

0.730(**) 0.752(**) 1.000

9. Perceived usefuiness
of PC & Intemet use

0.379(")

0.435(**)

0.455(") 0.351(")

0.485(") 0.589(") 0.582(") 1.000

0.299(")

0.266(")

0.584(**)

0.569('*)

10. Intention to inaease PC

& Intemet use to improve
academic performance
0.219(") 0.294(")

0.269(")

0.752(") 0.589(") 0.251(")

0.582(**) 0.365(")
0.544(")

0.261(*) 0.365(") 0.544(**) 1.000

** Spearman's rho, Correlation is significant at the .01 level (2-tailed)

Path analysis was carried out to test the research hypotheses, since it is the most
commonly used multivariate analytical methodology for empirically examining sets
of relationships in the form of linear causal models. Multicollinearity on multiple
linear regression can be controlled in two ways: (1) correlation between
independent variables should all be less than 0.8; (2) variance inflation factors (VIF)
should be less than 10. In our study multicollinearity was not an issue because the
correlations between independent variables were all less than 0.8 and the VIFs were
all less than 10. Autocorrelation on multiple linear regression can be controlled by
Durbin-Watson statistic, where a values close to 2 indicates non-autocorrelation, a
value toward 0 indicates positive autocorrelation, and a value toward 4 indicates
negative autocorrelation. In almost all path relations testes Darbin-Watson statistic
ranged between 1.62 and 1.96 indicating that autocorrelation should not be
considered as an issue.

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Table .
Regression results of predicted path relationshipsi
Dependent
variable
Hi:. Actual PC use
Actual Intemet

use
H2: Perceived selfefficacy
Perceived selfefficacy
H3: Perceived
experience
using Operational
System
Perceived
experience with
text processing
packages
Perceived
experience with
data processing
packages
Perceived
experience using

Independent
variables

(n =

Durbin
Watson

827)
Comment
(support)

Own PC
Internet access
at home oniTi
Own PC

-7.269
-13.102

-1.844
-1.945

1.321
1.510

.060

.172

.000
.000

Low
Low

-10.026

-1.653

1.800

.109

.000

Low

Intemet access
at home onfti
Actual use PC

-10.868

-1.007

1.745

.125

.000

Low

13.591

.315

1.976

.183

.000

Low

Actual use PC

11.457

.272

1.802

.137

.000

Low

Actual use PC

10.546

.282

1.676

.119

.000

Low

Actual use
Internet

15.636

.350

1.945

.229

.000

Medium

Actual use PC

15.244

.313

1.878

.220

.000

Medium

Actual use
Internet
Actual use PC

15.353

.286

1.867

.222

.000

Medium

9.462

.133

1.692

.098

.000

Low

Actual use Intemet 10.712

.136

1.673

.122

.000

Low

Actual use PC

6.305

.127

1.648

.046

.000

Low

Actual use
Internet

5.686

.105

1.617

.038

.000

Low

27.155

.623

1.852

.472

.000

Strong

34.060

.696

1.956

.584

.000

Strong

27.867

.569

1.827

.485

.000

Strong

31.635

.615

1.798

.548

.000

Strong

32.607

.536

1.874

.563

.000

Strong

5.529 12.625
11.193

.123.227
.322

1.896

.781

.000

Very strong

1.640

.132

.000

Low

19.314

.lis

1.789

.311

.000

Medium

Internet
H4: Perceived selfefficacy
Perceived selfefficacy
H5: Perceived
usefulness
Perceived
usefulness
Hi: Intention to
increase PC
and Internet use
Intention to
increase PC and
Internet use
H7: Perceived selfefficacy
Perceived selfefficacy
Perceived selfefficacy
Perceived selfefficacy
Perceived selfefficacy
Perceived selfefficacy
H8: Intention to
increase PC
and Internet use
H9: Intention to
increase PC and
Internet

Perceived
experience Op.
Systems
Perceived
experience
WORD
Perceived
experience Excel
Perceived
experience
Internet
Perceived
experience email
All above
Perceived selfefficacy
Perceived
usefulness

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Regression results support, from low to high extent, the predicted path
relationships. More precisely:
a. Possessing PC at home influences the students' actual PC use, but in
particularly low degree. Accessing Internet at home influences students' actual use
in relatively important degree.
b. Both possessing PC and accessing Internet at home influence students'
perceived self-efficacy with PC and Internet use. Therefore, it seems that it would be
useful for students to possess PC and have Internet access at home to improve their
perceived self-efficacy.
c. The actual PC and internet use constitute important factors in building students'
perceived experience and, to more extent, perceived self-efficacy. However, it
seems that even students with relatively low actual use perceive that they have
important experience and self-efficacy with PC and internet applications.
d. Actual PC and internet use influence, but to relatively small extent, perceived
usefulness of PC and internet applications, probably because of the same reasons
reported before. Consequently, it does not surprising that actual use can influence
only to very small extent the intention of increase PC and internet use.
e. Perceived self-efficacy depends highly on students' perceptions with regard to
their experience. Perceived experience with the various PC and internet
applications can additively influence up to 78% perceived self-efficacy. Therefore,
in such a case, adding actual PC and internet use variables in the multiple
regression model can improve very little, if not at all, perceived self-efficacy
prediction.
f. Perceived self-efficacy can influence, but to low extent, students' intention to
increase PC and internet use in order to improve their academic performance.
However, perceived usefulness seems to play a rather important role in prompting
students to increase PC and internet use for academic purposes.
DISCUSSION
According to research results, none of the nine research hypotheses was rejected.
However, the path relationships intensity varied from low to high degree
More precisely, possession of PC at house influences students' actual PC use,
however, in particularly low degree. Internet access at home also influences actual
use in relatively important manner. PC possession and internet access at home also
influence students' perceived self-efficacy with PC and internet use. the actual PC
and internet use constitutes an important factor in the formation of perceived
experience and perceived self-efficacy, this does not deter students with relatively
low actual use to perceive that they have significant experience and self-efficacy
with PC and internet applications. This may be attributed to either some particular
students overestimate their experience and self-efficacy with regard to PC and
internet applications or because of the major developments on Information
Technology sector these students can gain high experience and self-efflcacy even
though they spend relatively litfle time with PC and internet. According to our
experience, the first interpretation is more trustworthy to explain this phenomenon.
Actual PC and internet use influence, but to relatively small extent students'
perceived usefulness of PC and internet applications, for the same reasons reported
before. Consequently, it is surprising that the actual use can influence only in very

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small degree students' intention to increase PC and internet use. One of the more
important findings of this study is that perceived self-efficacy depends highly on
students' perceptions with regard to their experience.
Another important finding of this study is that perceived self-efficacy can predict
students' intention to increase PC and internet use, but to low degree. It is the
perceived usefulness construct that appears to play quite an important role to
prompt students to increase PC and internet use to improve their academic
performance.
Practical Implications
During the personal interviews with students it was revealed that some particular
factors could enhance the perceived usefulness of PC and internet use. Such factors
are: (a) the course modules, (b) the course requirements and in general (c) the
stimuli and motives the academic environment may offer
Universities' Information Technology laboratories (PC Rooms) improvement,
extension and upgrade could, also, contribute to raise students' intention to
increase PC and internet. In this way, business school students' access to PC and
Internet would improve, the degree of collaboration between them would be
increased preparing group coursework and they would spend their time on
University campuses more efficiently and effectively.
Research Implications and Directions
The most important contribution of this study to management studies research is
that it develops and validates a model linking a set of factors and a set of
perceptions that influence business school students' intention to increase PC and
internet use to improve their academic performance. Though prior empirical
research has demonstrated a set of influences to be an important determinant of
user behavior, the reason behind this association was not clearly understood. The
proposed model postulates some factors and a set of perceptions as important
components of business schools' students' intention to increase IT usage (in order
to improve their academic performance).
Further research might focus on the connection between academic information
and communication technologies use and effective, students' performance
pertaining to internet and other information technologies-related activities. It has
been assumed that information and communication technologies use in universities
prepares individuals to work in a wired world. Future studies could also incorporate
more psychological and sociological factors in different circumstances or stages of
educational circle educated in order to understand more of this research theme.
Study's Limitations
As with all empirical research, this study has a few limitations. First, this study
refers to business school students in Greece who may have different perceptions of
technology from students in other parts of the world. Second, the respondents in
this study were full-time undergraduate students. The generalization of the study's
findings should be done with care. The lifestyles, educational backgrounds and
experiences of these students may differ from those of part-time students or
postgraduate students.

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CONCLUSIONS
Technology adoption is one of the most widely researched topics in information
systems research. It has been studied at the individual (Venkatesh et al., 2003), group
(e.g., Sambamurthy and Chin, 1994), and organizational (e.g., Fichman and Kemerer,
1997) levels. This article focuses on the identification and the evaluation of the factors
that influence business school students' intention to increase PC and internet use for
academic purposes. Stating that research on individual-level technology adoption is
mature is an understatement (see Venkatesh et al., 2003, for a review and synthesis).
Much of this work was sparked by the seminal articles by Fred Davis on the technology
acceptance model (TAM; Davis, 1989; Davis et al., 1989). The impact of Davis'
original work on the TAM and follow-up research has been substantial, as evidenced
by well over 1,000 cites to Davis' original two articles.
We believe that students' awareness of PC and internet usefulness in preparing
themselves for the future business environment will play probably the most important
role in increasing the adoption of new developments of Information Technology and
Communications sciences. Nowadays, managers' and financial consultants' survival in
the workplace arena depends to great extent on their abilities to deal with the rapidly
changing market requirements. Handling the Information Technology and
Communications applications (e.g. PC and the internet) is crucial for future managers
to survive in the global competitive economy. Achieving the above requires business
school students to continuously upgrading their knowledge and become familiar with
the developments Information Technology and Communications sciences This also
means, in terms of management education, that higher education institutions should
adapt their educational strategy to the rapidly changing Information Technology and
Communications environment and focus exclusively in the use of modem educational
means.
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