Building Commitment to Continue Studies among Asian Students

Abstract

This study examines the impact of Asian student dependence on faculty to learn course material and student satisfaction with faculty support on their commitment to continuing study. Asian students enrolled in business management program at colleges and universities in British Columbia, Canada were surveyed to find out if the degree of their dependence on faculty to learn course material and their satisfaction with faculty support enhance their commitment to continue to study at their institute of higher education. Results show that the degree of students' perceived commitment to continuing study is positively related to the degree of student dependence on faculty to learn course material and their satisfaction with faculty support. The paper also offers useful insights for the North American colleges and universities based on empirical evidence.

The Antecedents and Consequences of Study Commitment to Online Learning at Higher Education Institutions (HEIs) in Cambodia

“…They find a high association between students' study commitment and academic support. Gill et al (2008) discovered a positive relationship between academic support and perceived student learning satisfaction [88]. Eighth, this research extends academic support and emotional bonding theories to elucidate the perceived student satisfaction of online learning at Cambodia's HEIs.…”

“…At the HEIs, students' study commitment is also a predominant influence in managing students' learning satisfaction [87]. According to Robbins and Coulter (2018), the social identity theory argues that it is a tendency to personally invest in the accomplishments of a group or an individual study performance and satisfaction [88]. Mingfang and Qi (2018) validate the social identity theory, which implies the effect of online learning and learning satisfaction [89].…”

Factors that Affect Commitment to Continue Studies Among Business Students: A Comparative Study of Asian and Canadian Students studying in Canada

“…Factors such as: i) faculty support to students, ii) quality of education, iii) faculty teaching styles, etc., have positive impact on student educational satisfaction [14][15][16]. Student educational satisfaction increase students' commitment to continue their studies [17].…”