عوامل مؤثر بر عملکرد تحصیلی دانش آموزان بین المللی در دوره های مدیریت پروژه : مطالعه موردی ارسال به92 دانشگاه بریتانیا
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|3207||2008||7 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : International Journal of Project Management, Volume 26, Issue 3, April 2008, Pages 268–274
The aim of study is to investigate the factors affecting the academic performance of international students in project management courses. To achieve this aim, a conceptual framework including three categories of factors: (i) Teaching Style, (ii) English Language and Communication and (iii) Assessment Methods was developed and empirically tested on a sample of international students from a British Post 92 University. The results suggest that the factors: level of details given in lectures, speed of lectures, academic internet sources, English Language skills, group or individual assessment, the qualitative/quantitative content of assessment are important drivers of the academic performance of international students in project management.
International students constitute an important part of university life in the United Kingdom (UK). Most universities in the UK have a considerable fraction of their students from overseas and this has many advantages. It makes the university vibrant, enables contact, understanding, and shared experiences between students from different cultural and ethnic backgrounds, and allows university staff to broaden their knowledge about the education systems in different countries. In addition, international students contribute significantly to the financial resources of universities through full payment of the education costs. In this context and given the ever growing competition between different parts of the world (United States, Europe, Australia) to attract these international students, it is vital and crucial that UK universities offer the best possible educational experience for these students to ensure that universities do not lose their competitive advantage to other parts of the world. The aim of this paper is to investigate an important area of the education of international students, that is, their academic performance in UK universities. Because the experience of the authors is in teaching project management courses, we would like to investigate the factors affecting the academic performance of international students in project management modules at undergraduate and postgraduate levels. Academic performance, in this case, means the general level of grades in exams, course-works, and dissertations. Although, our observations suggest that international students tend not to do well in some project management modules, it is important that the issue of international students’ academic performance is formally investigated and its underlying factors determined and addressed. Perhaps unsurprisingly we found no existing research on the academic performance of international students in project management. The literature that does exist on learning, teaching and assessment in project management is quite limited and focuses mainly on the issues regarding the topics, which should be included in the teaching of the subject and how these topics should be taught and assessed . To overcome this lack of research in this area and fill this gap, the aim of this paper is to identify whether aspects of the project management subject or aspects of learning, teaching and assessment may indicate a potential reason to explain the academic performance of international students. The paper is organised as follows. The first section presents a literature review of previous research in the area of academic performance. This is followed by a presentation of the research methodology and the process of data gathering. The results are then presented and discussed. The paper concludes by a summary of the main findings and identification of potential routes for further research.
نتیجه گیری انگلیسی
The aim of this research is to investigate the factors affecting the academic performance of international students in project management. To this end, a framework was developed from the literature and tested empirically through an opinion based questionnaire. Our objective is to identify, from international students’ perspective, the factors affecting their performance so that possible corrective actions can be identified in order to improve the learning experience of these students and improve their performance. The results from the questionnaire regarding the explanatory factors impacting the academic performance of international students are in line with those described in other studies on the subject. The three groups of factors identified in this research are: (1) Teaching Style, (2) English Language and Communication and (3) Assessment Methods are consistent with previous research. There are some limitations to the current research. The most important one is our assumption that international students were a homogenous group whereas, in reality, they come from different regions of the world and, therefore, have different abilities, cultures, and learning experiences. The size of the sample prevented the authors from carrying out a more sophisticated statistical analysis. The sample was taken only from student in a single university and is not, therefore, representative of students’ opinions in other UK universities. In addition, the students in the sample were selected from a business school whereas project management is taught to students in other departments such as engineering and computer science whose students may have different experiences. The study did not specifically differentiate between undergraduate and postgraduate students or between young and mature students. It is expected that further segmentation of our student population along these groups will improve our understanding of the issue of academic performance of international students. This research is at its infancy. Our research is still on-going and we are in the process of gathering more data in order to get a larger sample, which will allow us to apply a wide range of statistical methods to address some of the sample size related limitations cited above. Moreover, we are planning to build and test a more comprehensive conceptual framework, which will include many of the missed factors in this research such as effects of culture, previous learning methods, and regions from which international students come from. We believe that little is known regarding many of the issues affecting academic performance of international students in the subject of project management and this require more effort from those involved in the teaching and learning activities in this field. References