Diffusion of Innovation and Use of Technology in Hospitality Education: An Empirical Assessment with Multilevel Analyses
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Diffusion of Innovation and Use of Technology in Hospitality Education: An Empirical Assessment with Multilevel Analyses of Learning Effectiveness Liwei Hsu1
De La Salle University 2015
Abstract The present study undertook a multilevel analysis on how school administrators’ view of the diffusion of adopting technologies in instruction at school level affected teachers’ acceptance of the use of these technologies in actual teaching, which, hypothetically, in turn influences students’ learning effectiveness. Thirteen Taiwanese high schools with hospitality programmes were surveyed using two theoretical frameworks: diffusion of innovation theory (DOI) and the unified theory of acceptance and use of technology. A series of stepwise multiple regressions were administered, and the results showed that among the variables of DOI within a school, only efforts of promotion was significant for the annual budget allocated to innovative technology-based instruction; this effect was negative. With regard to teachers’ adoption of technology, effort expectancy was significantly linked to behavioural intention, which also affected actual use of technology in instruction. Students’ motivation and selfefficacy were both significant for learning effectiveness. In terms of multilevel moderations, school’s budget allocated to innovative technology-based instruction was found to significantly influence the variables of facilitating condition and behavioural intention at teacher level, which had no moderating effect on students’ learning. Keywords Hospitality education Diffusion of innovation (DOI) Unified theory of acceptance and use of technology (UTAUT) Learning effectiveness & Liwei Hsu [email protected]; [email protected] 1
Graduate Institute of Hospitality Education, National Kaohsiung University of Hospitality and Tourism, No.1, Songhe Rd., Xiaogang District, 81271 Kaohsiung City, Taiwan
Introduction Globalisation has made the hospitality industry into the fastest-growing industry in the world (Hsu 2013). In the recent years, the Taiwanese government prioritised the hospitality and tourism industry in the national economic development (Chang and Hsu 2010). This reality is reflected in the increasing number of hospitality-related workforce and educational programmes nationwide (Chen and Hsu 2007). According to data released by the Ministry of Education (2013), the number of hospitality programmes at secondary level in Taiwan doubled from 1089 classes to 2390 classes between 2003 and 2012. This growth of hospitality programmes increased the importance of an examination of the quality of these programmes (Hsu 2013). In addition, as Haven and Botterill (2003) pointed out that with the rapid development of Information Communication Technologies (ICTs), the digitalisation of hospitality education is inevitable (Cantoni 2009; Hsu 2011) and many hospitality programmes in Taiwan are utilising new technologies to enhance students’ learning (Horng 2007). These facts imply that the development of technol
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