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Open Access
Article
Publication date: 16 August 2022

Doreen Bredenkamp, Yvonne Botma and Champion N. Nyoni

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…

2645

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 9 October 2017

Khalid Arar and Ruth Abramowitz

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

Abstract

Purpose

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

Design/methodology/approach

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

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.

Research limitations/implications

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.

Originality/value

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

Details

Journal of Applied Research in Higher Education, vol. 9 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 9 September 2022

Rachana Adtani, Rachna Arora, Rajesh Raut and Netra Neelam

This study examines students’ perspectives towards the utilization of information and communication technology (ICT), during this sudden shift to remote online education due to…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Practical implications

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.

Originality/value

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.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 27 November 2018

Minjung Kim and Min Jae Park

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…

1019

Abstract

Purpose

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.

Design/methodology/approach

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

Findings

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.

Originality/value

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.

Details

Journal of Entrepreneurship in Emerging Economies, vol. 11 no. 3
Type: Research Article
ISSN: 2053-4604

Keywords

Article
Publication date: 3 April 2017

Annamdevula Subrahmanyam

This paper aims to identify and test four competing models with the interrelationships between students’ perceived service quality, students’ satisfaction, loyalty and motivation…

3979

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Social implications

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.

Originality/value

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.

Article
Publication date: 10 October 2016

Madasu Bhaskara Rao

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…

2786

Abstract

Purpose

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.

Design/methodology/approach

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

Findings

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.

Research limitations/implications

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

Social implications

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

Originality/value

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.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 25 March 2019

Eleftheria N. Gonida and Marina S. Lemos

The increased complexity of educational processes at times of global change calls for new research and theoretical inquiry to address how changes such as economic, social and…

Abstract

The increased complexity of educational processes at times of global change calls for new research and theoretical inquiry to address how changes such as economic, social and political disruption, financial recession, international migration, and new and rapid technological advancements affect education, schools, and student learning and adjustment. Specifically for motivation in education, the fundamental assumption is that, on the one hand, change and challenge have a significant impact on students’ and educators’ motivation to learn and achieve and, on the other hand, motivation can have a significant impact on students’ and educators’ capacity to cope with change and challenge effectively. This chapter introduces the reader to the present volume in the Advances in Motivation and Achievement Series which is dedicated to the role of motivation at times of change and uncertainty.

Details

Motivation in Education at a Time of Global Change
Type: Book
ISBN: 978-1-78754-613-4

Keywords

Book part
Publication date: 25 March 2019

Claudia C. Sutter-Brandenberger, Gerda Hagenauer and Tina Hascher

Empirical findings have repeatedly demonstrated that students’ motivation decreases over the course of secondary education. This decline in learning motivation is one of the top…

Abstract

Empirical findings have repeatedly demonstrated that students’ motivation decreases over the course of secondary education. This decline in learning motivation is one of the top challenges nowadays and is relevant for policy, as well as research and practice. Taking this educational challenge into account, the chapter targets the following questions: (1) Is a multicomponent, two-year intervention (combined student/teacher versus student-only intervention group) effective regarding the self-determined motivation and academic self-concept in mathematics of at-risk students? (2) How effective is the intervention for students with and without a migration background? And more generally: (3) Does the motivation (including students’ academic self-concept as a motivational self-belief) differ between students with and without a migration background at three different time points (beginning of Grade 7, end of Grades 7 and 8)? The results indicate that the intrinsic motivation of the combined intervention group could be fostered in the first intervention year. No significant treatment effect could be detected for the student-only group. In line with prior research, students with a migration background demonstrated higher levels of autonomous and controlled forms of motivation. However, students with and without a migration background did not develop differently across the two years. Implications for intervention research addressing adolescents’ self-determined motivation are discussed.

Details

Motivation in Education at a Time of Global Change
Type: Book
ISBN: 978-1-78754-613-4

Keywords

Book part
Publication date: 20 November 2023

Bader Alfelaij and Abdulwahab Alfeleej

Some educators and teachers, when seeking to adopt a new pedagogy or technology, neglect to search for motivation. What will motivate the learner to accept and participate in any…

Abstract

Some educators and teachers, when seeking to adopt a new pedagogy or technology, neglect to search for motivation. What will motivate the learner to accept and participate in any new method or technology offered by others? Based on personal experience, realistic observations, and literature reviews, we find that many educators and teachers suggest new pedagogy or technology for different purposes without consulting the ultimate beneficiary, who is the learner. Such behavior often creates resistance on the part of learners that negatively affects the desired outcomes.

From the lessons learned, for teachers in higher education (HE) to succeed in introducing or adopting a new pedagogy, such as active learning or modern technology, the learners' opinions must be explored, their points of view recognized, and their involvement in decision-making encouraged. We start by telling them what they should learn (curriculum, objectives, and content), then suggesting new pedagogy and technology and searching for consensus with the majority to get the required motivation. Active learning pedagogy is no exception here.

This chapter contributes to highlighting the importance of motivation for the success of active learning practices. Aiming to encourage educators and teachers to search for motivation before adopting a new project, pedagogy, or technology. This study offers a strategy to guide active learning practices in HE. We expect a positive impact of active learning practices in (HE) when such strategy (i.e., seeking motivation) is not neglected. The content analysis approach was adopted to collect data, and the data was analyzed by Excel. Finally, some recommendations were made.

Details

Active and Transformative Learning in STEAM Disciplines
Type: Book
ISBN: 978-1-83753-619-1

Keywords

Article
Publication date: 11 April 2023

Haibo Xu, Ahmad Albattat, Jeong Chun Phuoc and Baogui Wang

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

Abstract

Purpose

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

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

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