Antecedents to Students' Importance Rankings of the Course Experience Questionnaire Elements

Abstract

This study empirically examined the interrelationship between the cultural orientation of higher education business students, their learning styles, and their perception of teaching quality. A total of 364 higher education business students (54 international students), from Victoria University were sampled. Though many students saw most elements as 'extremely/very important', there was also variation between students. This variation was explained by Australian citizenship status, gender, language of instruction at the secondary level, whether the student held traditional masculine values and most importantly the degree to which they had a reflective learning style. The Reflector learning dimension was also the only learning style to directly link into the Good Teaching elements.