Motivations, expectations and preparedness for higher education: A study of accounting students in Ireland, the UK, Spain and Greece

Byrne, Marann; Flood, Barbara; Hassall, Trevor; Joyce, John; Montaño, José Luis Arquero; González, José María González; Tourna-Germanou, Eleni

doi:10.1016/j.accfor.2011.12.001

Cited by 74 publications

(70 citation statements)

References 42 publications

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“…Although inconclusive, scholarship exploring the core teaching and learning challenges and imperatives continues to expand, to now include cross‐national comparative studies. Various studies (e.g., Bennett, Kottasz, & Nicciolino, ; Byrne et al, ) suggest that preferred learning approaches elicit higher overall student satisfaction levels, which can improve academic performance (Bennett, ), as well being pathway dependent and demographically dependent on factors such as age, gender, and nationality (see Cassidy, ).…”

Section: Discussionmentioning

confidence: 99%

Project Management Learning: A Comparative Study between Engineering Students’ Experiences in South Africa and the United Kingdom

Ojiako

Chipulu

Marshall

et al. 2015

Project Management Journal

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■This study explores how engineering students studying project management perceive their learning experiences. To facilitate an understanding of the constituent components of engineering students' experiences and to understand how these experiences influence preferred learning styles, a comparative study of university students studying engineering in South Africa and the United Kingdom is conducted. The study finds no significant demographic differences in learning experiences across the two student cohorts. However, the South African cohort reports higher levels of overall experiences. They also report higher usage of online learning materials but lower levels of blended learning and individual critical evaluation skills experiences.

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Section: Discussionmentioning

confidence: 99%

Project Management Learning: A Comparative Study between Engineering Students’ Experiences in South Africa and the United Kingdom

Ojiako

Chipulu

Marshall

et al. 2015

Project Management Journal

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“…(Arquero et al, 2006 andFlood, 2005 andByrne et al, 2012) present a lower quality of motivation (lower IM, higher external regulation, higher amotivation) and lower good study strategy (difference deep -surface approaches) than nursing students who appear to be motivated by a desire to help, caring, a sense of achievement and self-validation (e.g. Newton et al, 2009;Nilsson and Stomberg, 2008;Raines, 2010).…”

Section: Discussionmentioning

confidence: 99%

Vocation, motivation and approaches to learning: a comparative study

Montaño

Fernández-Polvillo

Hassall

et al. 2015

Education + Training

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Purpose – The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components. Design/methodology/approach – Self-Determination Theory (SDT) and approaches to learning framework were used as theoretical background. Questionnaires were used to generate data. The sample was composed by 270 students enroled on differing degrees in term of motivation (accounting and nursing). Findings – The results reveal differences in the approaches to learning and motivation between nursing and accounting students. Nursing degree seem to attract more internally motivated students, presenting significantly higher scores in terms of deep approach and lower scores on surface approach. Significant relationships where found between motivation and approaches. Research limitations/implications – Data are obtained from students studying at a specific university in two degrees. Practical implications – The result suggest that different degrees could attract students with different motivations and approaches to learning. Educators must be aware of which type of students are being attracted to their classrooms, because the inconsistencies between the students’ motives and approaches, the way the contents are presented, the pedagogy and the assessment system could result in poorer learning and failure to transfer or sustain innovations. Originality/value – This paper adds to the very scarce literature linking motivation and approaches. The implications for curriculum design and delivery and specifically for assessment design are of interest for educators.

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“…The implementation of the Bologna Process in Portugal occurred in 2007. The implementation of the Bologna Process leads to a huge change in the higher education sector and particularly into the engineering and civil engineering courses [9][10][11][12][13][14][15][16][17][18][19][20].…”

Section: Civil Engineering Education In Portugalmentioning

confidence: 99%

An Overview of Education in the Area of Civil Engineering in Portugal

Cachim

2015

Procedia Engineering

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The paper presents the structure of Civil Engineering education in Portugal. Description of the organization of the cycles of studies currently existing, comparing them with the pre-Bologna Process organization in Portugal is presented. Quality assurance mechanisms are outlined. Afterwards, a more detailed description of the Civil Engineering organization at University of Aveiro is presented, taking into consideration the different cycles of studies. Research lines developed at the Civil Engineering Department are also briefly described.

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Motivations, expectations and preparedness for higher education: A study of accounting students in Ireland, the UK, Spain and Greece

Cited by 74 publications

References 42 publications

Project Management Learning: A Comparative Study between Engineering Students’ Experiences in South Africa and the United Kingdom

Project Management Learning: A Comparative Study between Engineering Students’ Experiences in South Africa and the United Kingdom

Vocation, motivation and approaches to learning: a comparative study

An Overview of Education in the Area of Civil Engineering in Portugal

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