Dr. Liang Hsuan Chen This research project is sponsored by CSS @ OISE/UT

1. The learning experience and satisfaction of management students in a diverse learning environment:A Cross Campus Study at the University of Toronto Dr. Liang Hsuan Chen This research project is sponsored by CSS @ OISE/UT

2. Agenda • Background of This Study • Purpose of the Study • Research Findings • Student Background • Student Choice • Student Preparedness and Interaction • Course Delivery and Learning Preference • Learning Experience, Outcomes, and Expectations • Satisfaction • Conclusion

3. Background of This Study • This research was sponsored by the Centre for the Study of Students in Postsecondary Education (CSS at OISE/UT). • The proposal to study student choice , learning experience, and the level of satisfaction of undergraduate commerce/ management students at 3 UT campuses was accepted and the research was conducted between February and May of 2009 at UTSC, UTM and UTSG.

4. Purpose of the Study • The purpose of the study was to: • Identify factors influencing student choice of an institution and a commerce/management program • Understand student learning preferences, interaction with people, self-assessed learning experiences, outcomes, and expectations, and level of satisfaction • Better inform faculty, staff, and administrators of student learning experiences and level of satisfaction

5. Research Findings Student Background

6. Student Background

7. Student Study/Work Pattern

8. Student Study/Work Pattern

9. Student Choice

10. Student Choice

11. Factors Influencing Choice • Personal decision (4.38/5 in the Likert scale) • Female and International students are more likely to be influenced by their parents than male and domestic students. • Choice of Institution: • Reputation and quality of the university (4.48/5) • Management degree from UT improves career and job prospects (4.38/5) • Reputation and quality of the program (4.31/5) • Program characteristics (e.g. co-op) and campus location (3.75 & 3.68) • Choice of Field: • Personal interest in the field • Economic factors (e.g. lucrative job, prestige and/or social status) • Significant others (e.g. professors, and parents)

12. Student Preparedness & Interaction • Students in general reported that they were academically and emotionallyprepared for university learning, but less prepared for time management, work habits and study skills. • Students reported that: • Their professors are available and responsive to the class. • They prefer to work with students who are from the same cultural/ethnic background. • They prefer to work with students who have better or equal academic abilities to their own.

13. Student Learning Preferences • Attending a class where the professor’s teaching style matches my learning style (4.32/5) • Independent Learning: • Learn best by studying and practicing by myself (4.19/5) • Learn best by summarizing major points and information from class notes/readings, and taking detailed notes during class (3.78/5). • Interactive Learning: • Learn best by explaining material to someone else (3.80/5) • Other interactive learning (e.g. class discussion, group project, presentation) were ranked low (2.95 ~ 3.15) • Group Learning – studying and discussing in a group (3.28) • On-line Learning – on-line lecture & exercises (3.14~3.26) (UTSC) Findings are different from some previous studies on “Millennial learners.”

14. Course Delivery • Students strongly agreed that: • Their professors know their subject matter well and use good teaching techniques. • They like the content and material that they were learning. • Their program offers various learning modes. • However, they ranked low on “My professors understand my learning challenges.”

15. Learning Experience (comments) • Students were satisfied and had good overall learning experiences. • Academic Related Issues: • UTM: limited course selection/availability, professor • UTSC: courses were seen with high level of difficulty, pre-program issues, professor • UTSG: course content and delivery • Administrative Issues: • Common to 3 campuses: limited study space • Course Enrolment, Career Centre Services • Social Related Issues – very positive experience

16. Learning Outcomes • Critical Thinking/Problem Solving (4.00/5) • Core Knowledge in Subject Areas: (3.55~3.82) Business/Strategy>Communications>Finance>OBHR • Generic Skills: (3.30~3.63) Social Networking>Self-confidence>Time Management > Writing>Leadership>Presentation

17. Expectations Students agreed that: • They would continue with their program of study. • They would recommend their program to others. • They expect to achieve their educational goals this year. However, they ranked slightly lower (3.35/5): “My program of study meets my expectation.”

18. Satisfaction • Knowledge & Education: • Students ranked fairly high (3.82/5):the amount of knowledge gained in the past year and quality of education. • Administration: • Students ranked lower: the course registration process, support from academic services, help from university administrators and staff. (3.26~3.37) • The availability of study space was ranked the lowest (2.94/5).

19. Future Plans • Find employment and work in Canada (4.25/5) • Pursue a professional designation(4.07/5) • Work abroad(3.77/5) • Obtain an MBA(3.75/5) • Attend a graduate program (other than MBA)(3.21/5)

20. Conclusion Key messages from the study: • Student choice has an impact on learning experience: • Students who were not particularly interested in quantitative courses may find the UT programs a poor fit. • Students who reported that UT was not their first choice of university were less satisfied, and had lower self-reported knowledge and skills gained. • Program expectations should be made clear to high school students; marketing materials should reflect program strength. • A review of course offerings/availability should be conducted. • The level of integration of international students with domestic students is still less than desirable. • Students reported that they learned best by attending classes with a match between the professor’s teaching style and their learning style: • We need more awareness of who our students are and their learning challenges. • “Millennial Learners” – Hype or Reality?