The learning experience and satisfaction of management students in a diverse learning environment: A Cross Campus Study at the University of Toronto. Dr. Liang Hsuan Chen This research project is sponsored by CSS @ OISE/UT. Agenda. Background of This Study Purpose of the Study - PowerPoint PPT Presentation
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The learning experience and satisfaction of management students in a
diverse learning environment:
A Cross Campus Study at the University of Toronto
Dr. Liang Hsuan ChenThis research project is sponsored by CSS @ OISE/UT
Agenda• Background of This Study• Purpose of the Study• Research Findings
Student Background Student Choice Student Preparedness and Interaction Course Delivery and Learning Preference Learning Experience, Outcomes, and Expectations Satisfaction
• Conclusion
Background of This Study• This research was sponsored by the Centre for the Study of
Students in Postsecondary Education (CSS at OISE/UT).
• The proposal to study student choice , learning experience, and the level of satisfaction of undergraduate commerce/ management students at 3 UT campuses was accepted and the research was conducted between February and May of 2009 at UTSC, UTM and UTSG.
Purpose of the Study
• The purpose of the study was to: Identify factors influencing student choice of an institution
and a commerce/management program
Understand student learning preferences, interaction with people, self-assessed learning experiences, outcomes, and expectations, and level of satisfaction
Better inform faculty, staff, and administrators of student learning experiences and level of satisfaction
Student ChoiceName of the 1st Choice Program UTM UTSC UTSG Total Name of the 1st Choice University UTM UTSC UTSG TotalBBA Co-op 0 20 1 21 York Schulich 3 20 12 35AFM Waterloo 5 9 1 15 University of Waterloo 7 17 4 28Commerce 5 10 0 15 Queen's University 3 8 6 17BBA Schulich 0 8 4 12 UT Rotman Commerce 2 9 0 11BComm UT Rotman 2 7 0 9 UBC 2 2 1 5BBA 0 4 1 5 McMaster University 3 2 0 5iBBA 0 1 4 5 Wilfred Laurier University 0 4 0 4HBA Ivey 1 1 2 4 McGill University 1 3 0 4BComm Queen's 1 1 1 3 University of Western Ontario 2 1 1 4BBA Laurier 1 1 0 2 Harvard University 0 2 0 2Management 0 2 0 2 Ryerson University 0 1 1 2Mangment and Comp Science 0 2 0 2 Carleton University 0 1 0 1Biotech CA @ Waterloo 0 1 0 1 LSE 0 0 3 3Economics 0 1 0 1 Cornell University 0 0 1 1HR 1 0 0 1 Memorial Univ of Newfoundland 0 0 1 1Mathematics/Accounting 0 1 0 1 National University of Singapore 0 0 1 1Other 7 14 3 24 University of Wisconsin at Madison 0 0 1 1Total 23 83 17 123 National Taiwan University 1 0 0 1Within Total Surveyed (637) 4% 13% 3% 19% York Glendon 1 0 0 1Within Institutions (126, 364, 147) 18% 23% 12% Total 25 70 32 127
Within Total Surveyed (637) 4% 11% 5% 20%Within Institutions (126, 364, 147) 20% 19% 22%
Factors Influencing Choice1. Personal decision (4.38/5 in the Likert scale)
2. Female and International students are more likely to be influenced by their parents than male and domestic students.
3. Choice of Institution: Reputation and quality of the university (4.48/5)
Management degree from UT improves career and job prospects (4.38/5)
Reputation and quality of the program (4.31/5)
Program characteristics (e.g. co-op) and campus location (3.75 & 3.68)
4. Choice of Field:1. Personal interest in the field
2. Economic factors (e.g. lucrative job, prestige and/or social status)
3. Significant others (e.g. professors, and parents)
Student Preparedness & Interaction• Students in general reported that they were academically and
emotionally prepared for university learning, but less prepared for time management, work habits and study skills.
• Students reported that: Their professors are available and responsive to the class. They prefer to work with students who are from the same
cultural/ethnic background. They prefer to work with students who have better or equal
academic abilities to their own.
Student Learning Preferences1. Attending a class where the professor’s teaching style matches
my learning style (4.32/5)
2. Independent Learning: Learn best by studying and practicing by myself (4.19/5) Learn best by summarizing major points and information from class notes/readings,
and taking detailed notes during class (3.78/5).
3. Interactive Learning: Learn best by explaining material to someone else (3.80/5) Other interactive learning (e.g. class discussion, group project, presentation) were
ranked low (2.95 ~ 3.15)
4. Group Learning – studying and discussing in a group (3.28)
Social Networking > Self-confidence > Time Management > Writing > Leadership > Presentation
ExpectationsStudents agreed that:
They would continue with their program of study. They would recommend their program to others. They expect to achieve their educational goals this year.
However, they ranked slightly lower (3.35/5): “My program of study meets my expectation.”
Satisfaction• Knowledge & Education:
Students ranked fairly high (3.82/5): the amount of knowledge gained in the past year and quality of education.
• Administration: Students ranked lower: the course registration process,
support from academic services, help from university administrators and staff. (3.26~3.37)
The availability of study space was ranked the lowest (2.94/5).
Future Plans• Find employment and work in Canada (4.25/5)
• Pursue a professional designation (4.07/5)
• Work abroad (3.77/5)
• Obtain an MBA (3.75/5)
• Attend a graduate program (other than MBA) (3.21/5)
ConclusionKey messages from the study:1. Student choice has an impact on learning experience:
Students who were not particularly interested in quantitative courses may find the UT programs a poor fit.
Students who reported that UT was not their first choice of university were less satisfied, and had lower self-reported knowledge and skills gained.
2. Program expectations should be made clear to high school students; marketing materials should reflect program strength.
3. A review of course offerings/availability should be conducted.
4. The level of integration of international students with domestic students is still less than desirable.
5. Students reported that they learned best by attending classes with a match between the professor’s teaching style and their learning style: We need more awareness of who our students are and their learning challenges.