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University students are the future driving forces in and leaders of the architectural, engineering and construction (AEC) industry advancement. Although BIM pedagogical studies have been performed in different institutions, there has not been sufficient research providing a global perspective of BIM education and students’ perceptions toward BIM practice and application following their learning progress. The purpose of this paper is to adopt student samples from Swinburne University of Technology (SUT, Australia), Wenzhou University (WZU, China) and University of Brighton (UK) as three case studies to investigate the BIM practice and application-related perceptions and motivations.

Based on the thorough understanding of the BIM pedagogical delivery including teaching contents and assessment methods among the three institutions, a questionnaire survey approach was adopted to collect AEC students’ perceptions of BIM. Within each selected case, statistical analysis was conducted to investigate both the overall sample and subgroup differences regarding students’ opinions on BIM’s functions (e.g. as a 3D visualization tool) and BIM usefulness in various industry professions, their motivation in BIM-related jobs and their perceptions of challenges encountered in BIM practice and application. Multiple factors influencing BIM learners’ perceptions were discussed, such as pedagogical assessment approach, and individual factors (e.g. disciplines).

The results showed that students were able to discern the latest industry practices and critical thinking in BIM movements. For example, SUT students perceived more challenges from the government legislation or incentive policies, which was consistent with Australia’s BIM policy movement. WZU students tended to have less positive views on BIM usefulness. The results also indicated fewer differences regarding perceived challenges among students from these three institutions.

This study contributed to the body of knowledge in managerial BIM by focusing on learners’ perceptions from the perspective of students’ understanding, motivation and individual views of BIM, which were insightful to both BIM educators and employers. By initiating the framework of BIM learning process and its influence factors, the current study serves as a point of reference to continue the future work in strengthening the connection between institutional BIM education and industry practical needs worldwide.

The aim of this study is to examine the determinants of students’ perceptions of the Green University. The authors also examine whether students’ perceptions of the Green University are determined by the type of sustainability-related subjects that they have been taken to date. The authors divided sustainability-related subjects into those related to economics, social, and environment. The authors also compare students’ perceptions by different university types (public vs. private) as well as students from different majors (economics and business vs. engineering). The authors use questionnaires for data collection where respondents are undergraduate students in Jakarta, Indonesia. The result shows that on average our respondents have positive perceptions about Green University practices. However, the authors also find that students’ perceptions variate across university types. The authors also find that students’ perceptions about the importance of Green University are not positively affected by sustainability-related subjects. The authors find that public university students have higher and significant perceptions about the Green University, whereas students’ majors have no significant effects.

This study investigates university students’ perceptions of (i) an introductory accounting course and (ii) the profession of accountancy. The study examines the extent to which these perceptions change during the students’ first semester of accountancy studies, and whether these perceptions relate to the students’ interest in the field of accounting. To investigate these issues, we survey 231 undergraduate students in their first semester of accounting studies at a large Greek university. In general, the results show that the students’ initial perceptions of the accounting profession are rather traditional and stereotypical, but that these perceptions generally become more “positive” at the end of their first semester after completing an introductory accounting course. Moreover, at the end of the semester, the students perceive the introductory course as being more rewarding and enjoyable than they had originally expected. The study also finds that students who are interested in accounting hold more positive views of the course and the profession (both at the beginning of the semester and at the end) than those who are not interested in accounting. The findings underline the important role of educators in influencing the perceptions and intentions of their students with regard to accounting study and profession.

By drawing on Belief Perseverance Theory (BPT), this study investigates the pre- and post-perceptions of the First Accounting Course (FAC) differentiating between accounting and non-accounting students in a virtual learning setting at a Gulf Cooperation Council (GCC) university, and explains why students' perceptions have formed.

Adopting a case study approach, this study employs quantitative (anonymous questionnaires) and qualitative (semi-structured interviews) methods.

Responses from 142 financial accounting students indicate that non-accounting majors generally changed the students' perceptions significantly at the end of the semester, whereas students' accounting counterparts had relatively stable perceptions. This study also finds that a large number of non-accounting students perceived the benefits of taking the FAC and generally have less negative perceptions of the accounting profession, which supports the notion that non-accounting students evaluated discrediting information to reassess non-accounting students pre-established perceptions.

This study has several implications as follows: for the accounting education literature on how FAC assists students in changing students' perceptions through the lens of BPT, for professional accounting bodies to find ways to promote accounting careers for students and for educators to increase students’ desire for accounting study and profession.

The findings from this study are expected to contribute to GCC society by providing clarifications towards increasing students’ desire for accounting studies and professions.

The purpose of the study is to determine how students perceive groupwork and identify patterns of less successful groups in online challenge-based learning.

This study involved 29 university students working in nine teams in an online challenge-based course. The authors applied Volet's (2001) Student Appraisal of Group Assignments (SAGA) instrument to measure students' perceptions on six constructs: Cognitive Benefits, Motivation Influence, Affect, Interpersonal, Management, and Group Assessment. Questionnaires were administered at different time points (before, during, and after the project). Focus groups were conducted to gain insights into students' experiences.

Findings suggest that students reporting decreasing or stalling perception scores on the Motivation Influence, Interpersonal constructs would likely not be in high-performing groups. Additionally, challenge-based learning is less suitable for time-compressed courses.

The study expands the understanding of students' perceptions of online challenge-based learning, at different performance levels, and difficulties in these projects. Practical implications of this study are support for teachers in identifying struggling teams, and designing and facilitating challenge-based courses.

The purpose of this paper is to determine whether there were differences in students' ethical perceptions based on gender, academic major and religiosity.

A self‐administered survey was conducted of 132 students at a university in Barbados, to determine ethical perceptions on five moral constructs: justice, relativism, utilitarianism, deontology and egoism.

The study found that females displayed higher ethical values compared to males, non‐accounting students (majoring in management and economics) were more ethical than accounting students, and students who perceived themselves as being religious were more ethical than non‐religious students. Both female accounting and non‐accounting students, as well as religious and non‐religious females, held higher ethical perceptions than their male counterparts.

The sample was small, thus limiting the generalisability of the results to the wider student population.

The results should be useful for educational institutions to implement more ethical courses into the curriculum.

The paper demonstrates that ethical perceptions are important among undergraduate students, and that there needs to be remedies to improve the low ethical perceptions among accounting students. The paper also contributes to the sparse literature on ethics in the Caribbean.

Self-assessment (SA) and peer-assessment (PA) are considered useful tools in the development of lifelong learning and reflective skills. The authors implemented a teaching intervention using SA and PA amongst a large cohort of final year undergraduate students. The purpose of this study was to investigate students' perceptions of online SA and PA in order to understand the differences between these perceptions and to allow instructors to adopt differentiated instruction in developing a diverse student group's professional skills.

The research design adopted a mixed methods approach through the use of surveys that were administered before and after the SA and peer-assessment intervention in a taxation module taught at a large public South African university. Through the use of a series of open and closed questions students' perceptions on SA and peer-assessment were analysed both quantitatively and qualitatively.

The findings show that student perceptions of SA and peer-assessment differed significantly, where perceptions of SA were more positive than those towards PA. The findings indicate that SA and peer-assessment still present a challenge in an online context for large student cohorts, despite improved tracking, faster feedback and anonymity.

The study contributes to the literature by analysing students' perceptions about SA and peer-assessment in an accounting education context and in an online setting in South Africa.

From the standpoint of the future of corporate social responsibility, students' perceptions are an important research proposition. Several studies have been conducted to examine this phenomenon, yet sector‐specific studies are rather scant. The primary purpose of this work is to examine students' perceptions regarding social responsibility in the context of the US forest products industry.

A total of 257 graduate and upper level undergraduate students from Oregon State University and University of Montana, pursuing different academic majors, were surveyed to examine the differences in their perceptions of the US forest products industry's success in fulfilling its corporate social responsibilities.

Results suggest that business and forest ecology/environmental science students were least satisfied with industry fulfilling its economic responsibilities. Regarding fulfillment of socio‐environmental responsibilities, forest ecology/environmental science students were significantly less satisfied than any other study major. Additionally, a comparison between male and female students suggested that males and females have a similar level of satisfaction regarding industry fulfilling its economic responsibilities. However, males were found to be more satisfied with industry fulfilling its socio‐environmental responsibilities than females.

Students for the study were not selected randomly and as such the results of the study can, at best, be considered indicative. Study findings have implications for academic curriculum designers as well as for industry policy makers.

This is the first attempt to examine students' perceptions about the social responsibility success of the US forest products industry.

Student/trainee perception of their performance can sometimes be inaccurate. This study aims to look at the accuracy of perception to actual performance in short‐term intervention style training/instruction.

Two studies conducted using university students in problem solving exercises compared the performance of the students to their actual performance on the designated problems. Following the instructional intervention, the participants were asked to use a presented strategy in solving a target solution problem. Participants were then asked a short series of post‐study questions related to their perception of the learning outcomes. Perception accuracy was measured through analysis of scoring on the target solution problem and the corresponding answers to the post‐study questionnaire.

In both studies, there was a positive relationship between the score on the target solution problem and the responses to the post‐study questionnaire.

The results of this study are limited to university students in a mid‐sized Southeastern US institution. The results suggest that further study with other subject populations may support these findings.

Findings suggest that students have an accurate awareness of their understanding following an instructional intervention. Educators and trainers can use this accuracy in perception to measure the level of learning following lectures or other learning or training activities. This can provide useful information following classroom lectures, reading assignments, and testing to get a measure of learning, and can also be used following training activities as a measure of transfer of training.

The paper compares students' accuracy of perception to actual performance, and finds that students have an accurate awareness of their understanding following an instructional intervention. This can be of practical benefit to educators and trainers.