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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
FullText Text:
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  Data: Culturally-Anchored Values and University Education Experience Perception
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  Data: <searchLink fieldCode="AR" term="%22Mitsis%2C+Ann%22">Mitsis, Ann</searchLink><br /><searchLink fieldCode="AR" term="%22Foley%2C+Patrick%22">Foley, Patrick</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Management%22"><i>International Journal of Educational Management</i></searchLink>. 2009 23(6):484-504.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Administration+Education%22">Business Administration Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Values%22">Social Values</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Masculinity%22">Masculinity</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1108/09513540910981023
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  Label: Abstract
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  Data: 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.)
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Gender Differences
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      – SubjectFull: Foreign Countries
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