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There is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with increased performance. Presently, the research field around motivation to transfer learning by students in higher education is not clear and is inconsistent.

This scoping review provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning.

The results reflected a research field, which focused primarily on the influence of specific factors, namely student characteristics, educational design, the workplace environment, and on higher education students' motivation to transfer learning. The lack of a shared conceptual definition of motivation to transfer learning in higher education appears to influence the description of the results from the included studies. Most of the previous studies applied rigorous research designs.

This seemingly stunted research field related to higher education students' motivation to transfer learning needs to be amplified to influence the development of work-ready graduates from higher education. Approaches towards including all elements of motivation, expanding to other fields in higher education, including low-income countries, may be a proximal step in enhancing the trajectory of this research field.

The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies.

During the academic year 2014, the authors administered questionnaires to 150 Arab teachers studying postgraduate courses at a peripheral all-Arab teacher-training college in order to investigate their motivations for engaging in postgraduate studies and their justifications for choosing this college.

Findings indicated that the strongest motivation expressed by the students is intrinsic: desires for self-fulfillment and further education. Aspirations for social mobility also motivate the Arab teachers, while professional development is of less importance. Convenience (proximity to home and employment prospects while studying) determines the justification to choose this college. The reputation of the college was of less importance. Correlation and predictive tests reveal no connection between the level of intrinsic motivations and factors for choosing this college. Extrinsic motivations positively correlate with the justifications of convenience and reputation.

The conclusion is that for the Arab teachers, the possibility to pursue postgraduate studies at a peripheral all-Arab teacher-training college near home answers the needs of those looking for professional development.

The paper contributes to the authors’ understanding of teachers’ choice of a higher education institution for their postgraduate studies and professional developement.

This study examines students’ perspectives towards the utilization of information and communication technology (ICT), during this sudden shift to remote online education due to COVID-19 worldwide pandemic. The aim is to identify the predictors of learning outcomes and understand if they are here to exist as the new normal.

The independent variable motivation, managing emotion, and acceptability of ICT, are examined as potential determinants of perceived learning outcomes in remote online education. An aggregate of 220 responses from the students of management graduates in higher education were collected to examine the predictors of learning outcomes using regression model in SPSS software. In addition, ANOVA technique was used to compare and assess managing emotion, motivation, and ICT acceptability of male and female students in remote online education.

Results indicate that motivation, managing emotion and acceptability of ICT are significant predictors, which affect students’ perceived learning outcomes. Furthermore, the study reveals that managing emotions and motivation levels of female students are higher than male students in remote online education.

Research identifies the antecedents of student learning outcomes in management education. These finding may be useful for educators and management to understand the factors influencing students' learning outcomes and to develop various modules to make remote online learning effective.

This research contributes significantly in investigating the antecedents of students learning outcome and provide insights regarding student’s perspective towards sudden shift to remote online education due to COVID-19 worldwide pandemic.

This study aims to draw on Piaget’s theory of assimilation and accommodation (absorptive capacity) as having mediating roles to examine the effect of motivational factors in entrepreneurship education on entrepreneurial intention among engineering students. In addition, this relationship is analyzed along with the moderating effect of the home environment.

The structural equation model was applied to a sample of university students (736 respondents) engaged in an entrepreneurship education program in South Korea.

The findings highlight that the motivations of personal achievement, social welfare and social relationship were associated with assimilated students, and the motivations of personal achievement and cognitive interest were associated with accommodated students fostering entrepreneurial intention in their entrepreneurship education.

This finding contributes to the theoretical implications of absorptive capacity (assimilation and accommodation) in the learning process and has wider practical implications for course instructors in educational institutions who wish to promote the effectiveness of developing entrepreneurship knowledge and skills among engineering students.

This paper aims to identify and test four competing models with the interrelationships between students’ perceived service quality, students’ satisfaction, loyalty and motivation using structural equation modeling (SEM), and to select the best model using chi-square difference (Δχ2) statistic test.

The study uses survey research design to gather data regarding attitudes of students about quality of services and their level of satisfaction, motivation and loyalty. A total of 1,439 valid questionnaires were collected from four public universities in the state of Andhra Pradesh, India, and the relationships between four variables using SEM are tested.

The structural model with direct and indirect relationships between the constructs proves as a best among the competing models. The result supported direct effect of students’ perceived service quality on students’ satisfaction and motivation; and indirect effect on students’ loyalty. Implications and research contributions are discussed and directions for further research are indicated.

The study considers the examinations of the simple bivariate relationships between service quality, satisfaction, motivation and loyalty may mask or overstate their true relationships due to omitted variable bias. Structural theory with simultaneous measurement of the direct and indirect relationships between students’ perceived service quality, satisfaction, motivation and loyalty adds a unique contribution to the existing field of knowledge, especially higher education sector.

The results of SEM show that the service quality is a key antecedent to students’ satisfaction, loyalty and motivation. Motivating students for present and future studies with better participation in the process is important to increase quality and efficiency in their output. The best services also make students loyal to the institution. The findings suggested that it would be worthwhile for university’s administration to make proper allocation of resources, to provide better educational services. It is believed that this study has a significant competence for engendering more precise applications related to quality of services, especially concerning students’ satisfaction, loyalty and motivation.

The research provides significant insights and demonstrates good understanding of students’ perceived service quality in the context of Indian universities. The changing nature and need of higher education services and increase in competitive intensity necessitates higher performance levels in the realm of Indian higher education (universities). The study identified that students’ perceived service quality is a key antecedent to students’ satisfaction, motivation and loyalty, which conveys that service quality is an important construct.

Several points are addressed based on the models identified in the study. First, there is sufficient evidence of a significant bivariate relationship between service quality, satisfaction, loyalty and motivation. Second, although service quality is an important determinant of loyalty, the exact nature of this relationship remains unresolved. Third, it is evident that very few studies have investigated multiple direct links between service quality, satisfaction, motivation and loyalty. Further, there is no reported investigation of whether any or all of these variables directly and indirectly influence loyalty when the effects of service quality, satisfaction, motivation are simultaneously considered in Indian higher education sector. Therefore, to present a more pragmatic picture of these relationships, the study identified the “collective model” that investigates the underlying relationships that exist among these constructs.

Motivation is the process that accounts for an individual’s intensity, direction and persistence of effort toward attaining a goal (Robbins and Judge, 2008). Teacher motivation is vital to the growing and evolving field of higher education, yet it is not investigated enough. Need for rapid growth of higher education, issues in compensation, developments in information technology and dearth for teaching and technical skills brought teacher motivation to the center stage. The purpose of this paper is to apply McGregor’s Theory X and Theory Y to study teacher motivation in higher education.

An empirical study was conducted through survey method. A questionnaire was designed to elicit responses from randomly selected respondents.

Teachers in higher education were classified under Theory X and Theory Y styles. The relationship between teaching style and specific motivators in the class and on the job, preferred teaching methods and classroom management techniques were investigated.

Application of McGregor’s Theory X and Theory Y to understand teacher motivation in higher education provided interesting and new insights.

This study would have implications for teacher-student fit and institution-teacher fit in learning environments.

The nature of a teacher’s way-of-being matters to his/her motivation and performance in classroom. Implications exist for teacher recruitment and teacher training programs in relation to the profile of students and identifying and implementing right methodologies for classroom performance. This study has andragogical implications for classroom teaching, relationship with students and parents and interpersonal relationships among peers and education administrators.

The purpose of this study is that the teaching style of college physical education (PE) teachers affects the establishment of college students' exercise habits.

This study uses the teaching style scale for 32 PE teachers and the autonomic motivation and exercise habits scale for 320 college students in the form of self-report.

Chinese college PE teachers mainly use the teacher-centered reproduction style, and the practice style is the most frequently used; The overall teaching style of college PE teachers was significantly negatively correlated with autonomous motivation and exercise habits. PE teachers' teaching style can negatively affect college students' autonomous motivation, and college students' autonomous motivation can positively affect their exercise habits.

There is a significant negative correlation between the teaching style of college PE teachers and the exercise habits of college students. However, it cannot directly affect the establishment of college students' exercise habits, but is achieved through the mediating role of college students' autonomous motivation.

Much of the extant research, practice and policy in engineering education has focused on the limited persistence, waning interest and lack of preparation among Black students to continue beyond the post-secondary engineering pipeline. However, this research suggests that many Black PhD students persist and succeed in engineering, fueled by various motivational strengths. To better understand the motivations of Black students in engineering doctoral programs, this study aims to explore the factors that influence their decision to enroll in either an engineering or a computing doctoral program.

This paper uses an intrinsic and extrinsic motivational framework to investigate the inspiration of 44 Black engineering doctoral students in PhD engineering programs in 11 engineering schools across the country.

Results show that the participants’ motivation to pursue a PhD in engineering comes from several distinct factors, including the following: an unyielding passion for their particular discipline, a sense of responsibility to serve marginalized peoples and society, a path toward autonomy, pre-PhD mentorship and research opportunities and family and prior work experience.

Based on this study’s findings, a reconceptualization of graduate engineering education that incorporates the importance of “being Black” and its relationships with motivating and, potentially, retaining Black science, technology, engineering and mathematics (STEM) students is also offered.

This paper seeks to expose particular constructs and behaviors surrounding Black students’ motivation to learn and achieve in engineering at the highest academic levels, offering a more nuanced perspective than currently is found in traditional engineering education literature.

The purpose of this paper is to focus on the perceptions that undergraduate students formed and provides further insight into the relationship between perceived teaching quality (with its descriptors) and student motivation.

The paper reports the findings from a survey of student perceptions of quality teaching and its interaction with various motivational orientations that students exhibit in higher education. The proposed hypotheses and conceptual model were tested using regression and correlation analyses, as well as analysis of variance from a survey of 271 undergraduate students in programs at two different universities.

The findings document the explanatory role of various motivations in students' perceptions of teaching quality: correlation analysis found intrinsic motivation to be positively correlated with the perceived teaching quality, while extrinsic motivation was found to be moderately correlated, suggesting that motivational orientation dimensions are influential in students' assessments of their teaching experience in school. Intrinsic motivation with its possible states and factor loadings showed strong positive impact on the teaching quality and students' evaluation, even after accounting for the reputation (general opinion) of the educational institution (or program). Thus, we cannot ignore the value‐added nature of various motivational orientations and their influence upon the perceptions of students. Surprisingly, few differences in perception based on gender, age, and country of birth (ethnicity) were found. Young students (less than 25‐year old) and Canadian‐ and American‐born students exhibited significant negative reactions (difference) to perceived teaching quality; in contrast, female students exhibited positive reactions towards it.

The results presented here will assist researchers, professors, and higher‐education administrators by capitalizing on students' existing intrinsic motivation and understanding the relationship between student perceptions of teaching quality and their degree of motivation to further expand and implement a better quality‐assurance educational system. A viable strategy to enhance and further motivate students extrinsically and intrinsically in their learning will significantly enhance their perceptions.

The article explores for the first time the link between students' motivational orientations and their perceptions about teaching quality.

Seeks to identify issues that impact on the motivation of academic staff in higher education. Argues that the rational‐economic model, the social model, the self‐actualizing model and the complex models of motivation provide a basis for analysing staff motivation as a central issue in evolving quality cultures. Discusses environmental factors that impact on motivation including: approaches to financial rewards, the culture of teaching and higher education, the diversity of staff experience and roles, personal autonomy, and organizational structure.