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This study aims to investigate the role of culture at an individual level in the context of m-payment adoption. Specifically, it examines the effect of uncertainty avoidance and collectivism based on the Hofstede cultural dimensions on three important constructs in technology adoption as well as m-payment adoption which are performance expectancy, behavioural intention and consumer trust. The data was collected in Vietnam which ranked first in m-payment development worldwide in 2019 to test the hypotheses. The findings confirmed the significant impact of cultural variables in the context of mobile payment adoption. The positive and significant impacts of performance expectancy on behavioural intention and consumer trust, and consumer trust on behavioural intention are also confirmed which are aligned to previous studies. This research contributes to the body of literature of not only m-payment adoption, but also the impact of culture in m-payment adoption in particular and technology adoption in general.

Educational objectives to guide the Academic Senate include: discover and convey knowledge for learning, thinking, and problem-solving; accentuate individuality, creativity, and originality; develop awareness of real social/cultural conditions in the world; enrich emotional response; show the egalitarian relationship between student and teacher. The writer finds that colleges generally operate under what he calls "the traditional" or "the productive" system of hierarchy. The traditional administrative pattern includes a rigid chain of command; fixed division of labor; motivation, control, and direction of people by persuasion, reward, or punishment; and a generally low opinion of both faculty and students. He feels the productive system is more acceptable to modern educators as it enhances both professional and student effectiveness and achievement of personal goals; withdraws administrative direction; resists compartmented and proliferating administrative titles; and rotates administrative assignments. Under this system, both students and teachers are involved in formulation of institutional policy, not its enactment. The board of trustees (which can also formulate policy), exists to establish or enact it for the district. Faculty are truly involved in policy formulation when they are sure the board will enact it to an acceptable degree; they work best on continuing problems through standing committees, their committee assignment subject only to formal ratification by the Senate. (HH)