Cultural Values and Gender Differences in the Association Between Iranian University Professors' Authenticity and Generation Z Students' Intention to Migrate

IF 3.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Education Pub Date : 2025-08-19 DOI:10.1111/ejed.70212

Asal Aghaz, Soroush Dehghan Salmasi, Mohammadreza Mirzaee

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引用次数: 0

Abstract

Given the significance of authenticity in higher education institutions and the growing number of Iranian generation Z (Gen Z) students migrating to pursue Ph.D. degrees, this study aims to examine how university professors' authenticity influences Iran's Gen Z students' intention to migrate (ITM). Additionally, employing a horizontal and vertical individualism (VI)/collectivism (HVIC) classification, this study investigates how students' cultural values and their gender moderate the relationship between their university professors' authenticity and their educational migration intention. This research is a sample survey and data was gathered via an online survey. Gen Z MBA students studying at six high-ranked Iranian business schools were considered as the population. Overall, 337 responses were gathered. The results obtained through PLS-SEM indicated that students who perceive their professors to be more authentic are less inclined to decide on leaving the country for educational purposes. Moreover, whereas vertical collectivism (VC) and horizontal collectivism (HC) significantly moderate the impact of authentic leadership (AL) on the ITM, VI and horizontal individualism (HI) do not moderate the effect of AL on ITM. Furthermore, the results demonstrated that the negative relation between the professors' authenticity and the students' ITM was stronger for female students in comparison with male ones.

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伊朗大学教授真实性与Z世代学生移民意向关系中的文化价值与性别差异

鉴于真实性在高等教育机构中的重要性，以及越来越多的伊朗Z世代（Gen Z）学生移民攻读博士学位，本研究旨在研究大学教授的真实性如何影响伊朗Z世代学生的移民意向（ITM）。此外，本研究采用横向和纵向的个人主义/集体主义（HVIC）分类，探讨学生的文化价值观和性别如何调节大学教授的真实性与他们的教育迁移意愿之间的关系。本研究是一个抽样调查，数据是通过在线调查收集的。在6所排名较高的伊朗商学院学习的Z世代MBA学生被认为是人口。总共收集了337份回复。通过PLS-SEM获得的结果表明，认为他们的教授更真实的学生不太倾向于决定为教育目的出国。此外，纵向集体主义（VC）和横向集体主义（HC）显著调节了真实领导（AL）对创新行为的影响，而VI和横向个人主义（HI）对真实领导（AL）对创新行为的影响没有调节作用。此外，研究结果表明，教授的真实性与学生的ITM之间的负相关关系在女学生中强于男学生。

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来源期刊

European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.