Core course scales: Exploring quantitative versus qualitative and challenging versus added value impact on graduating business student satisfaction

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Business Pub Date : 2022-10-24 DOI:10.1080/08832323.2022.2129554

Gary Blau

引用次数: 0

Abstract

Abstract Business schools need to maintain student academic satisfaction. A key component of a business school’s curriculum is its core or required courses. This study compared graduating business student perceptions about core course scales, their combined quantitative versus qualitative and challenging versus added value impact, on types of student satisfaction. A combined sample of 360 business students filled out an exit survey. Four core course scales were created: quantitative/challenge; qualitative/challenge; quantitative/added value; and qualitative/added value. After controlling for demographic and school-related variables, results showed that the perceived qualitative/added value (to education) core course scale had a consistently strong positive impact on all three types of student satisfaction.

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核心课程量表:探讨定量与定性、挑战性与附加值对商学院毕业生满意度的影响

商学院需要保持学生的学业满意度。商学院课程的一个关键组成部分是其核心课程或必修课。本研究比较了即将毕业的商科学生对核心课程量表的看法，以及对学生满意度的定量与定性、挑战性与附加值影响的综合看法。360名商学院学生参加了一项离职调查。创建了四个核心课程量表:定量/挑战;定性/挑战;定量/附加值;以及质量/附加值。在控制了人口统计和学校相关变量后，结果显示，感知到的质量/附加价值(对教育)核心课程规模对所有三种类型的学生满意度都有持续强烈的积极影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.