Guiding a Diverse Mix of First-Year Business Students: Implications for University Administrators, Instructors and Students

Autor/inn/en	McGovern, Kate; Lockhart, Wallace
Titel	Guiding a Diverse Mix of First-Year Business Students: Implications for University Administrators, Instructors and Students
Quelle	In: Tertiary Education and Management, 21 (2015) 3, S.200-214 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1080/13583883.2015.1035746
Schlagwörter	Foreign Countries; Business Administration Education; College Students; College Faculty; Student Diversity; Student Characteristics; Demography; Anthologies; Outcomes of Education; Correlation; Student Attitudes; Grades (Scholastic); Study Habits; Writing Skills; Administrators; Predictor Variables; Phenomenology; Student Surveys; Assignments; Enrollment; Statistical Analysis; Canada; Myers Briggs Type Indicator + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Fakultät; Demografie; Anthology; Anthologie; Lernleistung; Schulerfolg; Korrelation; Schülerverhalten; Notenspiegel; Study behavior; Study behaviour; Studienverhalten; Writing skill; Schreibfertigkeit; Prädiktor; Phenomenological psychology; Phänomenologie; Psychologie; Schülerbefragung; Assignment; Auftrag; Zuweisung; Einschulung; Statistische Analyse; Kanada
Abstract	This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01