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Purpose – The current study aims to investigate college students' behavioral intentions to adopt e-textbooks for their studies according to well-known theoretical intention-based models. Design/methodology/approach – This paper empirically assesses five theoretical models of technology acceptance, including the theory of planned behavior (TPB), the technology acceptance model (TAM), the decomposed TPB model (DTPB), the combined model of TAM and TPB (C-TAM-TPB), and the unified theory of acceptance and use of technology (UTAUT). The survey methodology and structural equation modeling (SEM) were employed to examine and compare these five models. Moreover, explanatory power, goodness-of-fit indices, and model parsimony were taken into consideration in the model comparisons. Findings – Both TPB and TAM provided less effective but adequate predictive behavioral power. However, TPB appeared to be more parsimonious than TAM and the other models. By focusing on specific beliefs of attitude, social and control influences, DTPB shares many of the same advantages as TPB and TAM, but is less parsimonious. Similarly, C-TAM-TPB, an augmented version of TAM that incorporates social influences and behavioral control, is superior to TPB and TAM in terms of its explanatory power of behavioral intention to use e-textbooks. Overall, however, the results indicated that UTAUT appeared to be the best model in terms of the metrics of parsimonious fit and explanatory power. Originality/value – Theoretical comparison of different models is important. This is believed to be the first study to present model comparisons by investigating undergraduates' intention to adopt e-textbooks as tools for their on-campus learning in Taiwan.

The phenomenon of academic dishonesty among college students is prevalent, but its damage cannot be underestimated because the students' decisions to cheat were related to decisions to engage in similar unethical behavior in the workplace after graduation. To examine the influential factors of the cheating intention among part-time students with several years of work experience, we included an additional variable-unethical beliefs related to the workplace (professional unethical beliefs) into the theory of planned behavior. First-year business students on the job were investigated from a university in northern Taiwan, resulting in a valid sample of 215 students. Our findings indicate that perceived behavioral control toward cheating and professional unethical beliefs have a greater impact on the intention to cheat. In addition, the subjective norm and attitudes also affect the students' cheating intention. Implications for managers and researchers are discussed, and suggestions for future research are offered.

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