The question of "how we learn" continues to direct scholarly debate, yet undergraduate teaching is typically designed to homogenise the learning environment. This is despite heterogeneous learning outcomes ensuing for students, owing to their different learning styles. Accordingly, we examine the relationship between teaching…

Time control plays a critical role within the online mastery learning (OML) approach. This paper examines the two commonly implemented mastery learning strategies--personalised system of instructions and learning for mastery (LFM)--by focusing on what occurs when there is an instructional time constraint. Using a large data set from a postgraduate…

"Recommendation" is a highly credible and powerful construct in marketing. This article investigates the construct "intention to recommend" in the context of student evaluations of teaching. Motivated by changes in the sector, the study explores what factors drive course recommendation and their relationship with each other. A…

The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially…

The workload of most academics involves two main activities: research and teaching. Despite the dual nature of the work, career advancement usually chiefly depends on research performance. Since academics are rational actors, warnings are beginning to emerge that current predominantly research-based performance evaluation systems may be…

Universities increasingly value the contribution of postdoctoral fellows (postdocs) toward organizational success, yet this group is often the most overlooked and underserved compared to others in higher education (namely, students, faculty, and staff). Despite the stressful and challenging nature of the profession, it is critical for postdocs to…

This study explores how the relationship between college students' learning strategies and their grade point average (GPA) differs across two culturally different institutions. Surveys of 621 students at a South Korean university and 824 students at a university in the USA were used to assess four types of learning strategies: motivation-related,…

The authors administered a Japanese version of the Test of Understanding in College Economics, the fourth edition (TUCE-4) to assess the economic literacy of Japanese undergraduate students in 2006 and 2009. These two test results were combined to investigate students' cognitive process or reasoning with specific economic concepts and principles…

Study goals and effective management of study time are both linked to academic success for undergraduates. Mastery goals in particular are associated with study enjoyment and positive educational outcomes such as conceptual change. Conversely, poor self-regulation, in the form of procrastination, is linked to a range of negative study behaviours.…