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Encouraging IS developers to learn business skills: an examination of the MARS model

Encouraging IS developers to learn business skills: an examination of the MARS model

Tsay, Han-Huei (Crystal) ORCID: 0000-0003-4959-0411 (2016) Encouraging IS developers to learn business skills: an examination of the MARS model. Information Technology and People, 29 (2). pp. 381-418. ISSN 0959-3845 (doi:https://doi.org/10.1108/ITP-02-2014-0044)

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Abstract

Though prior research has recognized business skills as one of the keys to successful information system development, few studies have investigated the determinants of an IS developer’s behavioral intention to learn such skills. Based on the Motivation–Ability–Role Perception–Situational factors (i.e., the MARS model), this study argues that the intention of IS developers to acquire business skills is influenced by learning motivation (M), learning self-efficacy (A), change agent role perception (R), and situational support (S). Data collected from 254 IS developers are analyzed using the Partial Least Squares (PLS) technique. Results show that a developer’s intention to learn business skills is positively influenced by intrinsic learning motivation and both absolute and relative learning self-efficacy. Furthermore, in comparison to two other change agent roles, the advocate role leads to a significantly higher level of learning intention. Finally, work and non-work support positively influence both extrinsic and intrinsic learning motivation. Notably, non-work support has a greater impact on both absolute and relative learning self-efficacy. Our results suggest several theoretical and practical implications.

Item Type: Article
Uncontrolled Keywords: IS development; business skills; MARS model; change agent role;
Subjects: Q Science > Q Science (General)
Faculty / Department / Research Group: Faculty of Business
Faculty of Business > Department of Human Resources & Organisational Behaviour
Last Modified: 17 May 2019 13:55
Selected for GREAT 2016: None
Selected for GREAT 2017: GREAT b
Selected for GREAT 2018: GREAT c
Selected for GREAT 2019: GREAT 3
URI: http://gala.gre.ac.uk/id/eprint/13987

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