Empirical assessment of ERP learning effects

Abstract

ERP-based business curriculum or inclusion of ERP components in some business courses is relatively new in high education. There are discussions in the literature about the pedagogical and epistemological issues surrounding today's business education. Examples of ERP-based framework for curriculum development in business education are also available in the literature. However, the literature is scarce in empirical assessments of different ERP teaching pedagogies and how they are related to student learning. This study provides a conceptual model and a framework for an empirical assessment of ERP learning effects. Relationships of three factors, attitude toward behavior, subjective norm and perceived behavioral control with the intention to learn ERP, are measured for two cognitive styles, intuition and analysis.