Culturally-Anchored Values and University Education Experience Perception
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| Title: | Culturally-Anchored Values and University Education Experience Perception |
|---|---|
| Language: | English |
| Authors: | Mitsis, Ann, Foley, Patrick |
| Source: | International Journal of Educational Management. 2009 23(6):484-504. |
| Availability: | Emerald. 875 Massachusetts Avenue 7th Floor, Cambridge, MA 02139. Tel: 888-622-0075; Fax: 617-354-6875; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Business Administration Education, Student Attitudes, Gender Differences, Age Differences, Social Values, Cultural Background, Student Experience, Foreign Countries, Student Surveys, Predictor Variables, Masculinity |
| Geographic Terms: | Australia |
| DOI: | 10.1108/09513540910981023 |
| ISSN: | 0951-354X |
| Abstract: | Purpose: The purpose of this paper is to examine whether business students' gender, age and culturally-anchored values affect their perceptions of their university course experience. Design/methodology/approach: Culturally diverse business students (n 1/4 548) studying at an Australian university were surveyed using previously established scales. Multivariate analysis was used to test six hypotheses. Findings: High uncertainty avoidance explained unique variation in the six dependent variables analysed using OLS regressions. These dependent variables were: goals, generic skills, good teaching, intellectual motivation, learning community and learning resources. Each of these variables identified different dimensions of a students' university education experience. High collectivism also explained unique variation for all except for goals. High masculinity only explained unique variation for learning resources. Age only produced a unique variance explanation for good teaching, and gender did not produce any. Nevertheless, most of the six independent variables had significant zero-order correlations with the six dimensions of university experience examined in this study. Research limitations/implications: Changes in business students' perceptions over time is a limitation of this study, as it was an exploratory cross-sectional one. Practical implications: This study's findings may help universities improve their relationship with their total student population by recognising the non-homogeneous nature of this business student cohort, especially their culturally-anchored values. Originality/value: This paper suggests that it may be both possible and useful to identify different student customer segments based on students' culturally-anchored value orientations, which may be valuable to universities in their efforts to attract, retain and grow an ongoing relationship with students, especially international full-fee paying students. (Contains 13 tables.) |
| Abstractor: | As Provided |
| Number of References: | 40 |
| Entry Date: | 2009 |
| Accession Number: | EJ853280 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this paper is to examine whether business students' gender, age and culturally-anchored values affect their perceptions of their university course experience. Design/methodology/approach: Culturally diverse business students (n 1/4 548) studying at an Australian university were surveyed using previously established scales. Multivariate analysis was used to test six hypotheses. Findings: High uncertainty avoidance explained unique variation in the six dependent variables analysed using OLS regressions. These dependent variables were: goals, generic skills, good teaching, intellectual motivation, learning community and learning resources. Each of these variables identified different dimensions of a students' university education experience. High collectivism also explained unique variation for all except for goals. High masculinity only explained unique variation for learning resources. Age only produced a unique variance explanation for good teaching, and gender did not produce any. Nevertheless, most of the six independent variables had significant zero-order correlations with the six dimensions of university experience examined in this study. Research limitations/implications: Changes in business students' perceptions over time is a limitation of this study, as it was an exploratory cross-sectional one. Practical implications: This study's findings may help universities improve their relationship with their total student population by recognising the non-homogeneous nature of this business student cohort, especially their culturally-anchored values. Originality/value: This paper suggests that it may be both possible and useful to identify different student customer segments based on students' culturally-anchored value orientations, which may be valuable to universities in their efforts to attract, retain and grow an ongoing relationship with students, especially international full-fee paying students. (Contains 13 tables.) |
|---|---|
| ISSN: | 0951-354X |
| DOI: | 10.1108/09513540910981023 |
