Cross-Cultural Study of Students’ Response to Education Dissatisfaction: An Australian Context

2021

WJER

Consumers respond to their lack of satisfaction with service provision in a variety of ways. For instance, research findings indicates that consumers’ response options to service dissatisfaction is related to customer loyalty, which may impact their future repurchase intentions (Janjua, 2017). The current study investigates the impact of loyalty, and its cultural understanding, on dissatisfaction response styles of university students. In particular, it compares the variations in response options between Anglo-Saxon Australian students and international Middle Eastern students, attending Australian universities and other tertiary higher education Australian institutions, in an attempt to explore the impact of culture on dissatisfaction, and the resultant response options chosen by students, as guided by culturally defined perceptions and values (Newsome & Cooper, 2016). Findings indicate that there are significant variations in terms of the degree of ethnic loyalty and the response options that students engage in as a reaction to educational service dissatisfaction, mostly attributable to differences in cultural values. The contributions of this study are three-fold. First, the current research study further develops our understanding of cultural loyalty and its impact on students’ future repurchase intentions. Secondly, it provides an understanding of the dissatisfaction response styles of university students coming from different ethnic backgrounds. Finally, this study further contributes to our understanding of the relationship between students’ ethnic backgrounds and their respective repurchase decisions.

Section: Methodssupporting

confidence: 92%

Section: Is There a Relationship Between Student Satisfaction And Student Loyalty?mentioning

confidence: 99%

Exploring the Opportunities and Challenges Relating to the Variances in Students’ Response to Dissatisfaction in Business Management Educational Services

Helou¹,

Crismon²,

2021

WJER

“…They found this to be grossly conditioned by the student's language proficiency and personality type. The issue of student participation, pointed out in this study, confirms the outcome of various previous studies (Cross, 2006;Newsome, Helou, & Crismon, 2019).…”

Section: Educational Principle 2: Application Of Interdisciplinary and Progressive Educationsupporting

confidence: 91%

The Synergy between John Dewey’s Educational Democracy and Educational Reforms in New South Wales, Australia

Helou¹,

Crismon²,

2021

WJER

“Education, therefore, is a process of living and not a preparation for future living. John DeweyThe current study examines the impact of John Dewey’s democratic educational principles on the recent educational reforms in New South Wales, Australia, using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all Australian educators (n=60), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Sydney, Australia. As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Finally, this research study concludes by providing a realistic response to the following question: Given the current liberal and relatively democratic educational system in New South Wales, are the Australian educators truly given the opportunity to create a positive and constructive future vision for Australia, in general, and the Australian graduates, in particular. The current study further provides a realistic and clear-cut description of the hurdles facing the current educational system in New South Wales, Australia.

“…The issue of student participation, pointed out in this study, further confirms the outcome of various previous studies Newsome, Helou, & Crismon, 2019).…”

Section: Educational Principle 2: Application Of Interdisciplinary An...supporting

confidence: 91%

The Synergy between John Dewey’s Educational Democracy and Levant’s Lebanon Educational Reforms

Crismon¹,

Helou²,

2022

WJER

This study examines the impact of John Dewey’s democratic educational principles on the reforms of the Lebanese educational system using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all academics, facilitators, intellectuals and scholars of a Lebanese decent (n=30), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Lebanon and in the diaspora (United States of America and Australia). As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Moreover, the current research study finally concludes by providing a realistic response to the following question that currently lingers in every academic Lebanese mind and on every Lebanese, scholar’s lips, namely, given Lebanon’s current liberal and relatively democratic educational system, are the Lebanese intellectual reformers truly given the opportunity to create a positive and constructive future vision for Lebanon through its educational system. The current chapter further provides a realistic and clear-cut description of the hurdles facing the current Lebanese educational system, including the scholars, intellectuals, and academics, residing in both Lebanon and in the diaspora. The current study further provides an elaboration on how such hurdles to actual and realistic reforms in Lebanon are impacting on the country’s brain drain phenomenon, as witnessed during the unfortunate latest Lebanese crisis (1975-1991), and post-crisis (1992-present) periods, which, in itself, act as a vicious circle, heavily contributing to the continuously deteriorating state of the current public Lebanese educational system.