The purpose of this study was to examine the online shopping behaviour of international
university students (IUSs) within the context of a modified version of the Technology
Acceptance Model (TAM). TAM explains behaviour through two factors: behavioural
intentions (BI) and attitude (ATT). Attitude itself is determined by five measures (scales):
perceived usefulness (PU), perceived ease of use (PEOU), perceived self-efficacy (PSE),
perceived entertainment (PE), and perceived risk (PR). In addition, demographics and
prior experience were included to enhance the predictability of the model. A sample of
142 IUSs participated in an online survey. The analytical results obtained in Chapter 4
yielded interesting and sometimes unexpected relationships among the model’s measures.
These relationships may have useful academic and managerial implications, as discussed
below:
Perceived entertainment had the most significant influence on ATT. This contradicts
most of the studies based on TAM, which indicate that PU and PEOU are more
influential. Given that the majority of the sample is under 35 years old, entertainment isgenerally thought to be a major motive for shopping online. Entertainment through online
shopping, for IUSs, might come in many ways: the sense of shopping in a relaxed pace,
away from any social pressures; enjoyment of the features of a web store, where
suggested items or one’s history of browsing facilitate the shopping session (as provided
by Amazon.ca for example); or simply the enjoyment of purchasing items related to their
culture, heritage, or personalities. Retailers might consider that online shopping is a
source of entertainment in order to develop marketing strategies that consider different
cultures and help to figure out the needs of IUSs for enjoyment. Local restaurants, for
instance, might consider international students in their host city and offer dishes that are
part of a certain culture and feature them on their websites (for online orders) associated
with language preferences, symbols, or events (e.g., Chinese New Year). Furthermore,
The purpose of this study was to examine the online shopping behaviour of international
university students (IUSs) within the context of a modified version of the Technology
Acceptance Model (TAM). TAM explains behaviour through two factors: behavioural
intentions (BI) and attitude (ATT). Attitude itself is determined by five measures (scales):
perceived usefulness (PU), perceived ease of use (PEOU), perceived self-efficacy (PSE),
perceived entertainment (PE), and perceived risk (PR). In addition, demographics and
prior experience were included to enhance the predictability of the model. A sample of
142 IUSs participated in an online survey. The analytical results obtained in Chapter 4
yielded interesting and sometimes unexpected relationships among the model’s measures.
These relationships may have useful academic and managerial implications, as discussed
below:
Perceived entertainment had the most significant influence on ATT. This contradicts
most of the studies based on TAM, which indicate that PU and PEOU are more
influential. Given that the majority of the sample is under 35 years old, entertainment isgenerally thought to be a major motive for shopping online. Entertainment through online
shopping, for IUSs, might come in many ways: the sense of shopping in a relaxed pace,
away from any social pressures; enjoyment of the features of a web store, where
suggested items or one’s history of browsing facilitate the shopping session (as provided
by Amazon.ca for example); or simply the enjoyment of purchasing items related to their
culture, heritage, or personalities. Retailers might consider that online shopping is a
source of entertainment in order to develop marketing strategies that consider different
cultures and help to figure out the needs of IUSs for enjoyment. Local restaurants, for
instance, might consider international students in their host city and offer dishes that are
part of a certain culture and feature them on their websites (for online orders) associated
with language preferences, symbols, or events (e.g., Chinese New Year). Furthermore,
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