Title: Nexus of learning style with satisfaction and success of accounting students: a cross-cultural study at an Australian university

Authors: Jesmin Islam; Azizur Rahman; Gregory Boland

Addresses: Discipline of Accounting Banking and Finance, Faculty of Business and Government, University of Canberra, Canberra ACT 2601, Australia. ' School of Population Health and Clinical Practice, The University of Adelaide, Adelaide SA 5005, Australia; Faculty of Health, University of Canberra, Canberra ACT 2601, Australia. ' Discipline of Management Studies, Faculty of Business and Government, University of Canberra, Canberra ACT 2601, Australia

Abstract: This paper examines the associations of cultural factors and learning styles with the satisfaction and success of undergraduate accounting students in Australia. Using a structured questionnaire, responses from 189 students were collected randomly from domestic and international students enrolled in an accounting programme at the University of Canberra. Results reveal that a large number of international students studying accounting at the university are from China and they possess a collectivistic cultural background. The learning style of these international students is more reflective but less inclusive and concrete. They are also quite satisfied and successful with their programme. In contrast, it was found that Australian students prefer a more inclusive and concrete learning style, but they show much less satisfaction when studying accounting. Furthermore, students who have characteristics of logical thinking, hard working and feel personally involved in things show significantly higher levels of satisfaction in terms of learning outcomes and success in their accounting programme.

Keywords: accounting programmes; cultural attributes; learning styles; national students; international students; satisfaction levels; success; cross-cultural studies; Australia; universities; higher education; cultural factors; undergraduates; domestic students; University of Canberra; China; collectivistic backgrounds; cultural backgrounds; reflective learning; inclusive learning; concrete learning; logical thinking; hard work; personal involvement; learning outcomes; nexus; learning behaviour; change contexts.

DOI: 10.1504/IJLC.2011.045066

International Journal of Learning and Change, 2011 Vol.5 No.3/4, pp.288 - 304

Received: 13 Jul 2011
Accepted: 22 Nov 2011
Published online: 24 Jan 2012 *

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