Cultural Values and Student Learning Style Preferences: Implications for Course Satisfaction

124 635 154 3 1218 document 154 wp9_2005_mitsisfoley.pdf application/pdf 248368 2011-09-09 10:19:50 https://vuir.vu.edu.au/124/1/wp9_2005_mitsisfoley.pdf 124 1 application/pdf text en public

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http://eprints.org/relation/hasVolatileVersion https://vuir.vu.edu.au/id/document/10948 http://eprints.org/relation/hasVersion https://vuir.vu.edu.au/id/document/10948 http://eprints.org/relation/hasIndexCodesVersion https://vuir.vu.edu.au/id/document/10948 10948 3 1735219 document 10948 indexcodes.txt text/plain a3b985cb07fe1bdc286f0af96a9e195d MD5 11159 2013-02-06 18:25:36 https://vuir.vu.edu.au/124/2/indexcodes.txt 124 2 2 text/plain other Generate index codes conversion from application/pdf to indexcodes en public

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/154 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/154 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/document/154 archive 34 disk0/00/00/01/24 2007-06-04 2021-08-27 07:38:42 2008-08-19 18:57:14 monograph show Mitsis Ann Mitsis, Ann Foley Patrick Foley, Patrick Cultural Values and Student Learning Style Preferences: Implications for Course Satisfaction pub 350000 FOR_2008_130100 Management cultural values; student learning style preferences; course satisfaction; education; teacher-driven learning preferences; This paper presents results from two studies that have been conducted with higher education business students at Victoria University, Melbourne Australia. The first study examines the relationship between business students' demographics, cultural values profile and the level of course satisfaction of 548 higher education business students. Similar to the first study Robertson and Hoffman's (2000) Cultural Values Scale, derived from the work of Hofstede (1980; 1991; 1998) was used to gauge students' cultural values profile, and a course satisfaction measure was derived from the work of Netemeyer, Krishnan, Pullig, Wang, Yagci, Dean, Ricks and Wirth (2004) and Harris and Uncles (2000). A major finding of this second study was that high Collectivism and high Uncertainty Avoidance ratings and Participant Age form the key determinants of Course Satisfaction. The second study examines the relationship between business students' cultural values profile and the Teacher-Driven learning preferences of 364 higher education business students. Two empirically driven inventories were used: Robertson and Hoffman's (2000) Cultural Values Scale, derived from the work of Hofstede (1980; 1991; 1998), and Honey and Mumford's (1992) Learning Style Questionnaire, derived from Kolb's (1974; 1976) theoretical framework. A major finding of this study was that high Masculinity, high Confucian, high Uncertainty Avoidance and high Collectivism ratings form the characteristics of the Teacher-Driven learning style. 2005 published Victoria University 9 public working_paper Melbourne, Australia 28 Victoria University School of Management FALSE 2013-06-05 16:37:00