The skill of discipline – measuring F.I.R.S.T discipline principles in higher education

Abstract

PurposeHuman capital theory suggests that any increase in skills translates into greater productivity of the workforce. Non-cognitive skills, in particular, play a critical role in many domains in life. The aim of this study is to gain a greater understanding of one such skill, discipline. Viewing discipline as a tool for enhancing learning, personal development and increasing overall achievement, this study offers an alternative way to measure discipline in higher education.Design/methodology/approachThis paper presents the results of an online survey of 537 current students and recent graduates from the United States, South Korea and China. Principal component analysis was used to test the overarching assumption that student discipline is composed of five dimensions. Multiple analysis of variance (ANOVA) with post hoc analyses and t-tests were applied to test for country and gender-related differences between the three country groups. Cluster analysis was used to profile the respondent groups based on similarities across the samples.FindingsThe results confirm that student discipline is a construct comprising five discipline dimensions – focus, intention, responsibility, structure and time (F.I.R.S.T). In addition, the identification of low, medium and high discipline levels among the respondents provides support for the recently introduced concept of a layered “threshold of Discipline”.Originality/valueA F.I.R.S.T. discipline measurement questionnaire for capturing student discipline – underpinned by a conceptual model encompassing self-determination, goal setting, self-efficacy, self-regulation and time management principles – was developed and tested. Suggestions for enhancing graduate work readiness through increasing levels of the skill of discipline are outlined.

Shaping individual competitiveness: The role of discipline, parental expectations, and participation in extracurricular activities

“…Discipline Our study utilised a survey developed for measuring personal discipline in the university sector [ 84 ], underpinned by theoretical principles with the potential to impact the discipline of university students, such as self-determination [ 85 ] or self-efficacy [ 86 ]. Additional questions were asked about the importance that discipline played in both their primary and secondary education: Discipline was an important aspect in my primary school, Discipline was an important aspect in my secondary school .…”

Does culture or self-directed learning drive online performance?

“…It is less clear how culture and discipline affect college students' learning performance. Although Krskova et al (2020b) have confirmed the construct of internally driven discipline from five dimensions (i.e. focus, intention, responsibility, structure and time management), their approach speaks about how college students self-regulate their learning.…”

“…A study showed that the extent of effort college students put into coursework and the degree to which they see themselves as hardworking and conscientious predict their academic performance (Robbins et al, 2006). Krskova et al (2020b) have proposed, and later confirmed, the F.I.R.S.T model to demonstrate dimensions of college students' internally driven discipline, which underpins concepts such as selfdetermination, goal-setting, self-regulation and time management. These concepts are in agreement with the self-directed learning (SDL) approach.…”

The challenge of skill development through “experiencing” integrated marketing communications

“…Pertinent skills include time management, leadership, teamwork, organisation, communication, critical thinking and problem-solving within pressurised situations (GradIreland, 2018;Azevedo et al, 2012). Such skills are considered significant sources of competitive advantage in today's job market (Krskova et al, 2021), as graduates must keep pace with increasing employer demands for the modern practice of marketing (McQuillan et al, 2021). Through a variety of practitionerinformed experiential learning activities in IMC, students are challenged to not only advance their academic knowledge, but to craft their tacit knowledge and hone their skills and capabilities in order to enrich their work-readiness.…”

“…, 2012). Such skills are considered significant sources of competitive advantage in today's job market (Krskova et al. , 2021), as graduates must keep pace with increasing employer demands for the modern practice of marketing (McQuillan et al.…”