Assessing Learning Approaches of Chinese Local MBA Students: An Investigation Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)

Autor/inn/en	Taher, Adahi Moulaye M'Hamed; Jin, Chen
Titel	Assessing Learning Approaches of Chinese Local MBA Students: An Investigation Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)
Quelle	In: Educational Research and Reviews, 6 (2011) 19, S.974-978 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Business Administration Education; Graduate Students; Criticism; Questionnaires; Foreign Countries; Gender Differences; Masters Degrees; Masters Programs; Higher Education; Correlation; Statistical Analysis; Age Differences; Age Groups; Part Time Students; Scores; China; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kritik; Fragebogen; Ausland; Geschlechterkonflikt; Magister course; Magisterstudiengang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrelation; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Age grop; Altersgruppe; Part-time students; Teilzeitstudent
Abstract	This study empirically investigated learning approaches of management graduate students in China. The representative sample consisted of 208 MBA students in a professional accreditation business program in careers, namely the part-time MBA program, provided by Zhejiang University (ZJU) during the 2010/2011 academic year. The instrument used to collect the study data was the Revised Two-factor Study Process Questionnaire (R-SPQ-2F), developed by Biggs et al. (2001). The data was fed into SPSS 16.0 version for analyses using t- test, correlations and ANOVA. There were no significant differences in the scores of the R-SPQ-2F questionnaire between the studied groups (gender and age groups) in the part time MBA program, ZJU. The deep approach to learning was found dominant among the participants regardless their age and gender differences. The results had an outstanding importance, with regard to some earlier studies stereotyping Chinese students as a "rote learners" using knowledge assimilation for the mastery of principles instead of critical analysis. (Contains 3 tables.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10