Student Study Satisfaction And Diversity Perceptions

Question: Discuss About The Study Satisfaction And Diversity Perceptions. Answer: Introduction: Background of the research topic: The value of education is significant for everyones life. It facilities the students learning knowledge and skill. It signifies mainly in the area of the personality development of learners. According to Bowen Bok (2016), the study materials in the largest sense are any act or experience that has a formative effect on the character, mind or physical ability of an individual. However, the cultural background is an important aspect for the understanding of the inner essence of the study along with the practical implications in the professional life of the student (Chen Yao., 2016). In the modern field of education, students are coming from different parts of the world and engaged in the different education process in different countries (Bentle et al., 2013). Interestingly, the professional implications are majorly varies from one country to another. Therefore, cultural perceptions are important element for developing personality of the student and its significance must be incorporat ed in the education system of the country as well. Based on the above background of the research, this can be said, that when student gets the maximum satisfaction in terms of the getting success in life in the competitive world or the attainment of positive attitudes, the study gets the ultimate satisfaction irrespective of cultural diversity of them. Thus, the chosen topic of the research is quite relevant in the modern technological world. Purpose of the research: The purpose of the research is to explore the extreme significance of the learning processes that students are getting in their life. The dimension of the research is not only restricted in the field of individual personality development process of the student but the research will prove that it has the potentiality to develop and progress of the country as well by the application of the theory of knowledge. The objectives of the research are as follows: To understand the learning process by which student can develop their personality To recognize diversity perceptions at the campus or the other learning fields of students To know the criteria of student study for achieving the highest satisfaction To attain the aim of the research, the researcher needs to indentify the following research questions: How learning process does helps in personality development and other criteria of students? How does the perceived diversity climate impacts on the students satisfaction at the learning field? Is the quality of study restricts the knowledge development of students in their future? The research will follow a systematic process for getting the research outcome at the end. The researcher will research extensively the research topic and related theories in the literature review section. Based on the prior literature details and the contemporary study of the discussion, the researcher will design the research framework in the third section. Lastly, a timeframe will be outlined for accomplishing the research work on scheduled time. Literature Review: Benefits of study The benefits related to higher education is directly related to the vocabulary types often related to attainment of higher qualification and often related in term of the benefits which are directly related to the salary and pay of an employee in future. However, the benefits are not just related to the aforementioned areas. The real essence of the benefit achieved from the education is seen in terms of level of achievement perspective of looking at a problem and the changes related to the social and family life (Veldman et al., 2013). Some of the good reasons for doing professional course are seen in terms of getting an entry to some of the specialized career such as nursing, accountancy, architecture and dentist. The benefits are also seen in terms of the chances of fulfilling a job criteria and the increasing the earnings. In addition to this, the skills learned during the study are transferable in nature. The skill development is seen in transferring of the knowledge to others. Th e higher education and the professional courses is able to prepare the mind for handling of greater amount of complexity related to the problems (Allen et al., 2014). In the stages of life an individual, can study a favorite subject for personal enjoyments and do something, which he/she intended to do in life. Some of the flexibility offered by the modern study techniques such as blog, internet library and Wikipedia, has shown enormous potential in revolutionizing the learning techniques. The learners are able to choose from full time and part time working techniques. In the recent time it has been observe that some universities and collg3es are actively engaged in offering distance learning courses. In these types of the facilities, the learners are able to engage in the learning activity at their convenience (Christie et al., 2015). The various types of the professional ores offered by university are seen in terms the related to the exposure of the learners to new research and technology. Studying at the university level is also seen as an encouraging step for the learners to given an opportunity to k overseas. The main exposure in the university level of the study is seen in terms of the different types of the exposure to different types of creative and independent thought. In addition to this, the students are given the choice for the travel in different types of the places. The learners are also able to get the exposure to varied range of students from the cultures and background. So we can see that the learners are able to get the experience which is not only constrained only to the different types of the study material but it is also related to other phases of the learning aspects such as the socialization factors. The learners are able to get the benefit of learning the different type of opportunities, whi ch are directly related to the ability to posses the necessary skills, related to the knowing of the peoples culture and ethnicity. This has a significant impact of the life in terms of inculcation of the team building and the team motivation activity. It has to be noted that eh learner should be given the adequate opportunity to be able to mix with different type of the people in the society (Viering et al., 2013). Negative impact of study The negative impact of the study is seen in terms of courses, which are conducted in the curriculum. In the recent times huge amount of pressure being given to the student of the education has shown the various types of the negative impact among the learners. In addition to this, it has been also observed that several educational institutions are still known to deliver archaic learning methods. This has a negative impact in terms of the learners ability to secure an appropriate job in the industry. The various types of the negative impact among the learners are also seen in terms of the ability to be not being able to employ the techniques and the required job skills in practical scenario (Kostopoulos Gounaris Rizomyliotis, 2014). In several cases, the negative impact among the learners is seen in terms of the inability to apply the right amount of the skills in the industry. In different parts of the country, the common problem is seen in terms of the non-existence of the required skills set for a particular job. The inability of the learners approach in a particular job cannot be blamed solely on the learners ability but the course curriculum for the study also plays a major role on the contribution of the various type p different curriculums included in the course study. The various types of the negative impact have a direct impact on the inability of the learner in securing the desired position in the company (Mora et al., 2013). Diversity perceptions of climate among Australian Students: Glass Westmont (2014) anticipated that psychological climate in terms of perceptions of racial tension, discrimination and prejudice is inclined by three factors: the comprehensive representation of the diverse faculty, staff and students; the past records of the inclusion/prohibition and the behavioral aspects of interracial interactions and the involvement of the campus diversity. The existing literatures largely emphasized on the potential impact of initial two perceptions corresponding with adverse interactions across disparity. The negative diversity insertions and a legacy of prohibition are included with perceptions of an unreceptive campus climate (Horvat et al., 2015). On the contrary, the positive and encouraging impact of structural diversity depends on to which the learning workplace successfully promotes the significant engagement along with the inclusion of the diversity (Vanderheyden De Baets, 2015). In other words, the beneficial inclusion of cultural diversity impr oves attitudes of intergroup and restricts prejudice (Bowman et al., 2015). Therefore, the direct engagement of the student can be extended with the inclusion of the diversity and the quality of the engagement such as the curriculum and interpersonal interactions within the campus (Thompson, 2015). However, a clear relationship between diversity interactions in college and recognized climate for diversity is not clear in most of previous literatures (Yuen Lee 2016). There is a possibility that students have many diverse interactions might reflect on these experiences and makes the campus more favorable place (Berrios, 2016). There are few studies where these issues are discussed and provide mixed results. For instance, the interracial interaction of students comes from Latin America were related with a more aggressive climate of one study, but no impact was identified for students of color and associated white students of another study (Finefter-Rosenbluh Perry-Hazan, 2016). On the other hand, this has been discussed in the previous research that students of Asian continent who had diverse race as their roommates found satisfied with the campus diversity environment (Civitillo et al., 2016). In contrast of the above discussion of the literature, diversity course work, involvement of the cultural workshop and participation in ethnic organizations of students are not found often. However, the negative implications of cultural perceptions have been observed by many researchers (Murdock Hamel, 2016). Hence the existing research has some limitations. Primarily, no literature has utilized a pretest for evaluating the climate of the campus. Thus, it is not clear whether any interaction exist between experiences related with diversity can improves the perceived climate of the campus or not. On the contrary, students of color who have restricted campus climate may have less likely exposure across difference (Sugahara et al., 2016). In the current study of the research, several research scholars have been exploring the relationship between numerous campus diversity experiences and the recognized climate for the cultural diversity. Interestingly, the present study also assessed the relevant campus climate by using pretest and posttest surveys for examining the changes over time. Research works are still going on and the diversity perceptions are now recognized limited diversity issues in Australian study context. Design of the Research: According to Li (2016), the research design gives the framework for conducting this research and derive the research outcomes within the stipulated timeframe. Based on the aim of the research, the researcher will conduct the research by following qualitative or quantitative research method. The statistical tools such as regression analysis, Mean-Median-Standard deviation, SPSS and many others have been used for conducting the research outcomes through the quantitative research design method. Thus, the quantitative research design comprises the mathematical measurements or numerical analysis of data collected through surveys, questionnaires or polls. Getting the accurate data by examining the numerical figure is the key benefit of qualitative research (Tricco et al., 2016). On the other hand, the qualitative research design method does not incorporate numerical data for conducting the research. This often involves languages or words but this type of the research design can use the dia grams, observations, charts or pictures. The success of the exploring qualitative research lies on the gathered responses of the respondents. If respondents do not observe any value for them in the research, it may provide inaccurate information or data. Thus ethical considerations are important while gathering data from the respondents for conducting this research. Although ethics are an issue for both type of research, but there may be specifically difficulties with qualitative research because most of the cases, the researcher may be party to secret information. Based on the above discussion, this qualitative research design method will be selected because qualitative data is more general than qualitative data. In this case, the secondary data will be analyzed relevant to the research topics which can easily be gathered. Focus group will be selected based on the simple random techniques. Considering the fact that all participants should be associated with the campus of the study, the researcher will gather responses of multiple participants such as student, staff, and faculty of the study. All will be asked to discuss the level of study satisfaction and corresponding diversity perceptions. The size of the focus group would be 10 where all the above mentioned participants will be participated and their responses will be recorded for analyzing the data. The main focus of the discussion will be to explore the research questions for getting the desirable research outcomes at the end of the research. In order to research of the gathered data by selecting the qualitative research design, the researcher will explore the secondary data for detailing the research topic. To discuss the secondary data, the researcher can explore more knowledge about the cause of study satisfaction of students. On the other hand, the data regarding the diversity perception related to the campus or learning field will also be evaluated from different sources of literatures such as case studies, journals and many of the prior research papers. The bellow mentioned ethical guidelines will be followed throughout the research: i) Before making involvement of human elements into this research, the researcher will inform about the objective of the research in front of them. ii) The participated human subjects will be told prior the research that they can discontinue their participation at any time. iii) The focus group of the research will be aware that they are the main targets of research and their observations will be considered as important element for conducting such research. iv) The subjects of under-aged (below 15 yrs), will not be liable for taking participation in the discussion of the research topic. v) The qualitative research design process will protect the confidentiality about the human subject who will be participated among the focus group of the research. vi) Information related to the respondents will not be disclosed or shared by the researcher. Full right will be given to the subjects. In cases where there is a chance that an identity of the human subjects can be deduced by someone other than the researcher during the on-going research, they can move on or discontinue their participation without any prior discussion. vii) The summary of the research will be conveyed to the selected respondents. This promise will make to the human subjects before taking their participation. viii) All the necessary measures to be taken for ensuring the physical safety of the human subjects from dangers such as industrial or traffic accidents, presence of faulty electrical equipments or any kind of unfavorable consequences. ix) An ethical transparency or briefing the actual observations will be maintained after the data has been collected. x) Complaints can be granted from respondents if the subject coordinator is satisfied with the ground of dissatisfaction. xi) The research coordinator will maintain the transparency of research process throughout the research. Any kind of camouflage shall not be entertained by the researcher. There will be no deception be used in order to follow the agreement to participate. xiii) The research will not involve human subjects who are legally or any other situation, not in a position to give their authentic consent to participate including the legal culprit, mental person or children xiv) No secondary information will be collected or gathered from the third parties for conducting this researchxv) There will be no forceful interactions will be made to take part in the discussion sessions. xvi) No involvement of physical stress to the human subjects like electric shock, noise, pain, deprivation of drink and food will be entertained by the researcher. xvii) Any kind of mental discomfort to the human subjects will be taken care of so that getting the actual response at the end of the data analysis part of research. xviii) The gathered secondary data for research will be destroyed to maintain the strict data confidentiality as per The Data Protection Act 1998. Expected Research outcome: By conducting the in-depth analysis of the data, the researcher will get a clear idea about the necessary criteria of the educational satisfaction of students. This will help not only for the personality development but also to contribute for the growth of country as well. Knowledge will be shared or discussed at the campus of the study without any prior prejudice or cultural diversity perceptions. An extensive review of the literature will clear the concept of diversity perception and its direct or indirect relation with the campus climate of students. Such discussion will also identify the gap or limitation of the previous research which may be incorporated in the present literature for better understanding of the future observers. All these knowledge about the research topic will help to reduce the diversity issues in Australian study context. References: Allen, M. A., Metch, B., Moodie, Z., Bekker, L. G., Churchyard, G., Mlisana, K., ... Gray, G. (2014). Self-reported Benefits of Study Participation in HVTN 503,Phambili.AIDS research and human retroviruses,30(S1), A251-A251. Bentley, P. J., Coates, H., Dobson, I. R., Goedegebuure, L., Meek, V. L. (2013). Factors associated with job satisfaction amongst Australian university academics and future workforce implications. In Job satisfaction around the academic world (pp. 29-53). Springer Netherlands. Berrios, D., (2016). Sharing Our Unheard Voices: Perceptions of the Lived Experience of Teachers of Color. Bowen, W. G., Bok, D. (2016). The shape of the river: Long-term consequences of considering race in college and university admissions. Princeton University Press. Bowman, N. A., Park, J. J., Denson, N. (2015). Student involvement in ethnic student organizations: Examining civic outcomes 6 years after graduation. Research in Higher Education, 56(2), 127-145. Chen, W. S., Yao, A. Y. T. (2016). An Empirical Evaluation of Critical Factors Influencing Learner Satisfaction in Blended Learning: A Pilot Study. Universal Journal of Educational Research, 4(7), 1667-1671. Christie, M., Remoundou, K., Siwicka, E., Wainwright, W. (2015). Valuing marine and coastal ecosystem service benefits: Case study of St Vincent and the Grenadines proposed marine protected areas.Ecosystem Services,11, 115-127. Civitillo, S., Denessen, E., Molenaar, I. (2016). How to see the classroom through the eyes of a teacher: Consistency between perceptions on diversity and differentiation practices. Journal of Research in Special Educational Needs, 16(S1), 587-591. Finefter-Rosenbluh, I., Perry-Hazan, L. (2016). Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School What Can We Learn From Students Perceptions?. Youth Society, 0044118X15621224. Glass, C. R., Westmont, C. M. (2014). Comparative effects of belongingness on the academic success and cross-cultural interactions of domestic and international students. International Journal of Intercultural Relations, 38, 106-119. Horvat, A., Dobrota, M., Krsmanovic, M., Cudanov, M. (2015). Student perception of Moodle learning management system: a satisfaction and significance analysis. Interactive Learning Environments, 23(4), 515-527. Jamaludin, N. L., Sam, D. L., Sandal, G. M., Adam, A. A. (2016). The influence of perceived discrimination, orientation to mainstream culture and life satisfaction on destination loyalty intentions: the case of international students. Current Issues in Tourism, 1-16. Kostopoulos, G., Gounaris, S., Rizomyliotis, I. (2014). How to reduce the negative impact of customer non-compliance: an empirical study.Journal of Strategic Marketing,22(6), 513-529. Li, Y. (2016). Research Design and Methodology. In Expatriate Managers Adaption and Knowledge Acquisition (pp. 73-129). Springer Singapore. Mora, E., Portella, M. J., Forcada, I., Vieta, E., Mur, M. (2013). Persistence of cognitive impairment and its negative impact on psychosocial functioning in lithium-treated, euthymic bipolar patients: a 6-year follow-up study.Psychological medicine,43(06), 1187-1196. Murdock, D. D., Hamel, E. (2016). " I Would Quit My Job:" Unpacking Preservice Teachers' Perceptions of Culture and Diversity. The International Journal of Critical Pedagogy, 7(2). Sugahara, S., Sugahara, S., Watty, K., Watty, K. (2016). Global convergence of accounting education: An exploratory study of the perceptions of accounting academics in Australia and Japan. Asian Review of Accounting, 24(3), 254-273. Thompson, R. S. (2015). The perception of servant leadership characteristics and job satisfaction in a church-related college. Tricco, A. C., Antony, J., Soobiah, C., Kastner, M., MacDonald, H., Cogo, E., ... Straus, S. E. (2016). Knowledge synthesis methods for integrating qualitative and quantitative data: a scoping review reveals poor operationalization of the methodological steps. Journal of clinical epidemiology, 73, 29-35. Vanderheyden, K., De Baets, S. (2015). Does cognitive style diversity affect performance in dyadic student teams?. Learning and Individual Differences, 38, 143-150. Veldman, I., van Tartwijk, J., Brekelmans, M., Wubbels, T. (2013). Job satisfaction and teacherstudent relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55-65. Viering, S., Brtsch, B., Obermann, C., Rsch, N., Rssler, W., Kawohl, W. (2013). The effectiveness of individual placement and support for people with mental illness new on social benefits: a study protocol.BMC psychiatry,13(1), 195. Yuen, Y. M. C., Lee, M. (2016). Mapping the life satisfaction of adolescents in Hong Kong secondary schools with high ethnic concentration. Youth Society, 48(4), 539-556.