Self-determination theory and needs satisfaction in marketing education : are we meeting the needs of students in large marketing classes?

The aim of this study is to assess whether universities are meeting the needs of students in large marketing classes. In so doing the study investigates the application of self determination theory and psychological needs satisfaction. The basic needs scale, comprising of three constructs; Control, Competence and Caring was adapted and used to evaluate students’ perception of an introductory marketing subject. The study used a multi-method approach consisting of a literature review, a qualitative phase involving in-depth interviews with marketing teaching staff and focus groups with marketing students and a survey of students about introductory level marketing. An adapted version of the basic psychological needs scale was included in a questionnaire that was administered to a convenience sample of 366 students. MANOVA, ANOVA and descriptive statistics were used to analyse the data. The results show that the psychological needs satisfaction of many students are not being fully realised. It was also found that marketing degree students enjoyed the challenges and were more stimulated by the subject. The higher achieving students enjoyed the challenge of the subject more than the lower achieving students. As a result of this study, there are three suggestions for further research. Firstly, further study should compare subjects, with relatively small enrolments, to those with large enrolments to corroborate the value of this method of assessing student satisfaction. Secondly, the use of a larger sample across other universities would confirm whether these findings hold for other institutions. Finally, it is suggested that a structural model should be developed to extend this investigation of student satisfaction and the constructs used in the study.

Sociocultural research on mathematics education : an international perspective

This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. Sociocultural Research on Mathematics Education: An International Perspective is distinguished in several ways:

* It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area.
* It is future oriented, presenting recommendations for practice and policy and identifying areas for further research.
* It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling.

As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.

International business : a managerial perspective

Provides students with the knowledge, insight and tools to function effectively as managers in this global business environment. Designed specifically for students in Australia and the Asia-Pacific region, this text contains many relevant local examples and applications.

Work-life integration : international perspectives on the balancing of multiple roles

The question of work-life balance and the difficulties of managing multiple roles is attracting considerable interest. This international collection broadens the focus of these debates and presents recent research findings that will further stimulate theoretical development and empirical studies. While much previous research has focused on the challenges faced by working mothers, the research presented in this collection introduces perspectives that have not been widely included in previous work in the field, such as the voice of children, the challenges that students face, the role of both employers and unions and how different occupational groups experience work-life balancing strategies.

Learning online, clock time and network time? How students use and perceive time when studying online.

Though technology has increased opportunities for students to study online, many students continue to complain of lack of time to study and learn. Using the concepts of clock time and network time, the project combines interview, survey and Australian Bureau of Statistics time diary results to investigate student use and perceptions of their available time to study and how the technologies used in online learning affect this. We concentrate on the amount of time students think they have when studying online, how much time they really use, and what affects this perception of time. Deakin University has specialised in distance education/online learning since its inception in 1974 and long time use of technologies and pedagogies allows widespread and diverse experiences for our students, both on campus and off campus. We study student cohorts of up to 1700 students studying in a single subject online learning space, and note that students in much smaller subject cohorts have similar complaints about time.

Working doctoral students : challenges and opportunities

Doctoral education is traditionally conceptualised in policies and practices about young, full-time students with no work or related commitments. However, nowadays, doctoral candidates constitute a diverse population working in various institutional, community and industry sites. This paper will report on initial work conducted as part of an ARC Linkage Project in which three postgraduate student associations are involved as industry partners – viz. CAPA, PARSA and DUSA. The main objective of the paper is to identify and explore some of the issues identified by two researchers who are working independently and collaboratively in this project to investigate the contemporary experiences of full and part-time doctoral candidates.

River pilots for time`s flow: identifying factors to guide on-line distance education students in the use of their learning time

This research draws on recent studies of student time perception and use.
Case studies are used contrast the time use experiences of tertiary distance
education (on-line) students with tertiary students studying in traditional faceto-face classes with an online component. Previous studies and experience highlight a mismatch between the measurable and hence ”real” amount of time students spend at their computer and online, with the perceived” (and resented) time spent in online learning. This study uses investigates the recognition and application of factors affecting student perception of time spent in studying and learning online. It also compares the effectiveness of these factors when applied to distance education based wholly online classes, and face-to-face classes with an online component.
Some of the factors were measurably successful in reducing students’
perceptions of time “wasted” online, while others produced considerable
insight into face-to-face students perceptions of time used in study. The
factors included much greater focus on the person who was a student and
their expectations and time/life experiences while learning; the support and
use of alternative technologies such as mobile phones as learning and
communication too; a higher level of administrative and academic technical
support for the students; convergence of delivery methods; and strategic
involvement of teaching staff in design and delivery of learner management
systems.

Environmental attitudes among university students In New Zealand and Australia

This paper develops a causal model of environmental attitudes using measures of the dominant social paradigm (DSP) of western industrial societies. Two components of the DSP framework beliefs in economic growth and anthropocentrism are examined regards to environmental attitudes using a sample of university students from Australia and New Zealand. The results indicate that one’s belief in the DSP has a negative effect on environmental attitudes and perception of change necessary ameliorate degradation of the environment. Thus, while public policy favors increasing awareness of and interest in the environment, policy instruments may remain ineffective in producing lasting change if the components of the DSP remain unchanged. It is argued that public policy ought to be directed at changing the DSP so that its negative
effects will be minimized.

Online students : relationships between participation, demographics and academic performance

Using information technology to support teaching and learning is becoming ubiquitous in tertiary education. However, how students participate and perform when a major component of the learning experience is conducted via an online learning environment is still an open question. The objective of this study was to investigate whether any relationships existed between the participation, demographics and academic performance of students in an information technology course that was taught wholly online. Tracking data generated by the online learning environment was collected throughout the semester. Through a detailed analysis of this tracking data it was found that a relationship existed between students' participation in the online learning environment and their performance, as measured by final results in the course. Relationships also existed between gender, nationality, participation and performance. However, there was no relationship between age and performance and participation. These findings suggest that when designing online learning for a diverse population, student demographics should be taken into account to maximise the benefits of the learning experience. The results also suggest that the tracking data can be used as an early indicator of students who are likely to fail the course since lack of participation early in the semester is indicative of lower outcomes in the course. Being able to identify such students allows staff to take remedial action proactively rather than reactively in the latter part of the semester.