Professional Technology in Higher Education: Student Perspectives on Bloomberg Terminal Learning Experiences

ABSTRACT

I examine undergraduate student acceptance of the Bloomberg Terminal in two investment courses at an Australian university ( N  = 53). Drawing on Self‐Determination Theory and technology acceptance models, I validate the measures through confirmatory factor analysis and test six hypotheses using path analysis with bootstrapped standard errors. Students reported high perceived usefulness and behavioural intention despite moderate perceived ease of use, a pattern of utility and complexity decoupling. Autonomy was associated with cognitive engagement and usefulness, whereas engagement alone was not. Usefulness related to intention directly and through professional development perception. The findings inform curriculum design and professional technology investment in accounting and finance education.