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Vehicles solely powered by electricity are a major technological innovation that combines individual transportation needs and environmental sustainability, yet their market penetration is low. Research has traditionally indicated factors such as the vehicle’s purchasing price, driving range, and charging time as the main barriers to adoption. However, the decision to adopt a technology also depends on what the technology represents to the user; therefore, other factors may be important to explain individuals’ behavior. This study is a quantitative and cross-sectional look at the behavioral intention to adopt battery electric vehicles (BEVs) technology in the context of Macau. The research builds on the unified theory of acceptance and use of technology 2 (UTAUT 2) (Venkatesh et. al., 2012) to explain the characteristics of the local consumers. Besides the addition of image and environmental concern to the theoretical model, the study also put forward and evaluate the construct of technology show-off, an original measure of the visible and experiential characteristics of a technology. A sample of 236 Macau residents was analyzed by structural equation modeling (SEM). The analysis of the data supported the explanatory and predictive power of our model and helped to describe the idiosyncrasies of local residents. The results provide insights related to individual technology acceptance that could be useful in designing more accurate strategies and fostering the uptake of BEVs in Macau or markets that share similarities
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This thesis aims to explore how learning accounting for non-accounting major students could be enhanced through a comprehensive framework connecting individual attributes and learning approaches. While accounting is considered an important and mandatory discipline for business students, it is also considered a difficult subject which deters students’ engagement in the subject. Although the issue has been widely recognized, there are relatively less discussions on possible remedies. Learning accounting is a dynamic process that go beyond the traditional one-to-many learning and teaching settings, all factors revolving the students’ learning environment and process, altogether determine and affect the learning efficiencies. A meta-analysis was first performed to understand the standings of accounting education and to identify gaps within existing literatures in the field of management, accounting, tourism and general education researches. A documentary review on the curricula of all Macau HEI programs involving compulsory accounting courses was also conducted to understand the role and significance of accounting courses for non-accounting college students in Macau. Based on the literature review, this study borrows constructs from theory of planned behavior (TPB) models in its research framework. It attempts to provide a comprehensive framework to understand how students learn accounting efficiently by delving into individual learning styles of the students and their perceived helpfulness and self-efficacy, in respective to different learning techniques. Due to its exploratory nature, a mixed method of qualitative and quantitative methodology is adopted, where both focus group discussions and in-depth interviews are performed with non-accounting students to elicit understandings on student’s difficulties in learning accounting and their preferences for different learning styles. Then, a full-scale quantitative survey is conducted in a Macau higher education institute to assess the learning efficiencies of accounting in different situations. A triangulation with feedback from faculties and administrators are also elicited to provide alternate dimensions on the issues. With no surprise, there is no one best 3 teaching style or method for all students, this thesis contributes to accounting education research by provide a comprehensive diagnosis on the all-round learning stimulus and hindrance in learning accounting. At the end, recommendations are provided for accounting educators to emphasize on the uniqueness of students and to encourage a more dynamic and open environment for learning. Limitations of the studies are also discussed