International student satisfaction with, and behavioural intentions towards, universities in Victoria

Padlee, Siti Falindah; Reimers, Vaughan

doi:10.1080/08841241.2015.1042098

Cited by 19 publications

(13 citation statements)

References 33 publications

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“…The first determinant of international student loyalty is generally considered to be disconfirmation [21,22]. This construct originates from the expectation-disconfirmation theory that is widely used in the consumer behavior literature [23][24][25].…”

Section: Disconfirmationmentioning

confidence: 99%

“…In the case of international students, their disconfirmation could be related to expectations and performances of tangible components of higher education services, namely lecture halls, student service centers, libraries, laboratories, computer rooms, etc., and intangible components of higher education services such as the availability of lecturers and tutors, their expertise, their teaching methods, their attitudes to students, etc. [21]. As explained by Lankton and McKnight [27] (p. 89), disconfirmation is "a subjective post-usage comparison that can result in one thinking performance was better, the same as, or worse than expected."…”

Section: Disconfirmationmentioning

confidence: 99%

“…Consumers who rely on their own experience in positive, neutral or negative disconfirmation stage also provide their own judgment of satisfaction [29]. For examples: international students in Australia pay attention to the satisfactory elements in higher education services, which consist of academic services, access in buildings and facilities, administrative services, augmented services, physical evidence, and courses offered [21] (p. 76). Likewise, international students in the U.S. attribute their satisfaction to: background and pre-college preparation; academic involvement; social involvement; and racial/ethnic diversity involvement [30] (p. 660).…”

Section: Satisfactionmentioning

confidence: 99%

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Toward Sustainable Overseas Mobility of Vietnamese Students: Understanding Determinants of Attitudinal and Behavioral Loyalty in Students of Higher Education

Lai

Pham²,

Nguyen³

et al. 2019

Sustainability

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Research on internationalization in higher education has not shed enough light on how cross-border student mobility might contribute to the issue of sustainability. Given that a sustainable movement of loyal international students could help sustain the financial income, ranking, and prospective human resources of the host universities and countries, this study aims to investigate the mechanisms that lead to such loyalty. Specifically, this study adds to the literature by examining how switching cost interacts with disconfirmation and satisfaction in generating attitudinal and behavioral loyalty among international students. The study, surveying 410 Vietnamese students who are studying at either at the undergraduate or graduate level in 15 countries across the globe, first adopts confirmatory factor analysis (CFA) using software SAS 9.3 to evaluate if multiple fit indices, the standardized factor loading, and the average variance extracted scores are satisfactory. It then employs the Structural Equation Model (SEM) to test five hypotheses concerning the interaction between disconfirmation and satisfaction as well as among satisfaction, switching cost and behavioral/attitudinal loyalty. The results find that disconfirmation has both direct and indirect impact, while satisfaction only has a direct impact on attitudinal loyalty. Meanwhile, switching cost is found to have a direct impact on behavioral loyalty, but not on attitudinal loyalty. Based on these findings, the study proposes some theoretical and managerial implications for sustainability in general and sustainability of higher education in particular as well as direction for future studies.

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Section: Disconfirmationmentioning

confidence: 99%

Section: Disconfirmationmentioning

confidence: 99%

Section: Satisfactionmentioning

confidence: 99%

See 1 more Smart Citation

Toward Sustainable Overseas Mobility of Vietnamese Students: Understanding Determinants of Attitudinal and Behavioral Loyalty in Students of Higher Education

Lai

Pham²,

Nguyen³

et al. 2019

Sustainability

View full text Add to dashboard Cite

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“…However, studies have shown their quality and delivery is questionable and thus, may not be providing international students with a supportive campus environment (Khawaja & Dempsey, 2008;Miliszewska & Sztendur, 2012). As they are not sharing in the supports that are offered to domestic students, it is understandable that international students are expressing a lack of contentment resulting in their social disconnectedness and homesickness (Alzamel, 2014;Hendrickson, Rosen, & Aune, 2011;Mark, Bodycott & Ramburuth, 2015;Padlee & Reimers, 2015). As a result of international students' lower levels of social support, higher mismatched expectations and greater use of dysfunctional coping strategies, they are placed in more vulnerable situations than the domestic students (Khawaja & Dempsey, 2008).…”

Section: Inadequate Supportsmentioning

confidence: 99%

Scholastics, Pabulum, Clans, Transformation: A Journey into Otherness

Lausch

Teman

Perry

2017

jis

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International students’ identities are complex and so are their needs. Semistructured interviews with 13 of the lead researcher’s former students from Dubai, United Arab Emirates, who are multi-national, multi-lingual and pursuing degrees in law, business, economics, medicine, education, art and media, in the United States, United Kingdom and Australia elucidated this reality. Their experiences demonstrated scholastic and pabulum frustrations that were offset in part by constant communication with their clans in person and through various technologies. Though the current model of higher education often seeks to identify and categorize international students as a group, this study shows that international students are unique individuals. Recognizing their individuality, higher education institutions and policymakers can more appropriately respond to international students’ needs.

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“…Roberts and Dunworth (2012) suggest that insufficient support services may prevent international students from fully functioning at university. Likewise, Padlee and Reimers (2015) showed that academic services have a direct impact on international student satisfaction. Finally, some of the contradictory research results indicate a lack of precision inherent in early stages of researching a domain; care should be taken before labeling certain culture-specific learning styles as deficient.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Exploring culture-specific learning styles in accounting education

Sikkema

Sauerwein

2015

Journal of International Education in Business

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Purpose-The purpose of this paper is to review whether culture affects accounting students' learning processes to identify practical guidance for accounting educators facing a culturally diverse classroom. In spite of a significant literature thread in accounting education on student learning, relatively, little emphasis has been placed on culture-specific learning differences. The literature gap is particularly acute with respect to practical culture-specific guidance for accounting educators. This paper is organized along three primary inquiries into the role of culture in accounting education: first, do we know if culture impacts learning? Second, how much do we know about culture-specific learning styles in the accounting field? Third, what implications do culture-specific learning styles carry for accounting educators? Design/methodology/approach-Initially, the author surveys culture-specific learning styles literature, after which a more in-depth analysis of accounting-specific literature is conducted. The author then provides a synthesis of the literature followed by a discussion of the implications for accounting educators. Findings-Culture-specific learning styles carry several implications for educators such as problems associated with overloading short-term memory, the importance of prior experience and the role of visual prompts and motivation among students and educators. Research limitations/implications-It is an opportunity for accounting educators to explore practical teaching techniques that address differences in learning styles that result from culture. Practical implications-Culture-specific learning styles carry several implications for educators. Problems with culture may ultimately be associated with overloading short-term memory. Likewise, prior experience is an important aspect of culture-specific learning and should be recognized by accounting educators. Last, not all motivation need be sourced from the student, and instructors may explore the role of visual prompts when teaching international students. Originality/value-This paper highlights the importance of culture-specific learning styles research in accounting education and the need for accounting educators to carefully consider cultural implications, as international accounting education standards are pursued. The dearth of research into culture-specific learning styles in accounting education is addressed.

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International student satisfaction with, and behavioural intentions towards, universities in Victoria

Cited by 19 publications

References 33 publications

Toward Sustainable Overseas Mobility of Vietnamese Students: Understanding Determinants of Attitudinal and Behavioral Loyalty in Students of Higher Education

Toward Sustainable Overseas Mobility of Vietnamese Students: Understanding Determinants of Attitudinal and Behavioral Loyalty in Students of Higher Education

Scholastics, Pabulum, Clans, Transformation: A Journey into Otherness

Exploring culture-specific learning styles in accounting education

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