Factors that Affect Commitment to Continue Studies Among Business Students: A Comparative Study of Asian and Canadian Students studying in Canada

Abstract

This paper examines the effects of transformational leadership and of stress on students' commitment to continue their college or university studies. Asian and Canadian students enrolled in business management program at colleges and universities in British Columbia, Canada were surveyed to gauge their perceptions as to whether transformational leadership used by faculty members and stress affect their commitment to continue studies. The results suggest that when instructors implement transformational leadership, such behavior positively affects the perceived student commitment to continue their studies. Some differences in this relationship were found between Asian students and Canadian students. The effect of transformational leadership on students' willingness to continue their studies was found to be stronger among Asian students who were also less affected by stress. This paper offers useful empirically based insights for instructors.

Learners’ Satisfaction and Commitment Towards Online Learning During COVID-19: A Concept Paper

“…According to Anghelache (2013), the awareness level of the learner, the personality of the learner and the learners' performance affect the commitment of learners. According to Gill et al (2009), transformational leadership and learner stress have been identified as factors that influence learners' commitment. According to Jovi et al (2017), the usefulness of e-learning, ease of use and content design emphasize the significance of effective online learning methods.…”

Effects of Transformational Leadership on Student Educational Satisfaction and Student Stress~!2009-09-08~!2010-01-01~!2010-03-02~!

“…Practicing effective listening skills (e.g., showing students that you want to listen, being patient, holding your temper, going easy on argument and criticism, and asking relevant questions) can go a long way toward demonstrating respect and concern for students' personal feelings as well as overcoming communication and cultural barriers. Ultimately, instructors/professors should act as mentors (e.g., educate, advise, coach, support, and encourage) to students to fully overcome "the degree to which TL needs to be implemented" barriers [35].…”

“…In practice, although it may be difficult for some instructors/professors to increase their use of these TL behaviors and some students may eye a change in teaching styles with skepticism, the potential benefits far outweigh the costs, and such behaviors are develop-able. The importance of such a leadership development process, however, must be championed and strongly supported by senior leadership (e.g., the dean) [35].…”

The Gender Difference In Students-Teachers Interaction At University Level: A Quantitative Analysis

“…Similarly, Lavy & Sand (2015) investigated understanding the gender differences in teacher-student interaction and found it gender-biased as that the majority of male instructors are inclined to intermingle more with males than with female students and also give them more opportunities to participate in class discussion. Gill et al (2011) elucidated that the students always consider their teachers an important pillar and great source of knowledge for every stage of academic life. Hence, teachers' teaching styles affect students both unfavorably and insistently in building their basic thinking abilities, they set up positive associations with their colleagues, lower staff, and with their institution administration.…”