Abstract
The purpose of this study was to identify factors that influence the rate of acceptance of technology by student services professionals in California Community Colleges. The theoretical framework is based on the Technology Acceptance Model that identified perceived usefulness and perceived ease of use as predictors of technology acceptance. The study also explored the extension of subjective norm, and three facilitating conditions of inclusion in system selection, training, and system support. The study was conducted in a background of theory of student services and the increasing role of technology used in delivering services to students. The quantitative study consisting of 19 Likert-scale survey items was used to gather responses and analyze data from 246 individuals who subscribe to listservs maintained for communication with student services staff and administrators in California Community Colleges. Perceived usefulness and perceived ease of use were valid constructs in the California Community College environment, and that inclusion in the system selection process, the availability of training and professional development, and having system support available, are facilitating conditions influencing technology acceptance. Student services professionals in California Community Colleges believe that technology can be used to deliver many of the services supporting student success, and that many of these services will soon be offered through technology at their college. The beneficiaries of this study are college administrators responsible for student services and those responsible for the allocation of resources to support such efforts, information technology professionals responsible for the development or selection of technology systems, and the student services professionals who adopt technology systems for their own use and for use by students.