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International students make a vital contribution to the Australian economy. Due to their importance, a number of studies have been undertaken to examine the living experiences, attitudes and behaviours of international students in Australia. However, very few studies have examined international students' overall satisfaction with their university experience. The primary objective of this paper is to measure the influence of six individual university service factors on international students' satisfaction, and its subsequent impact on behavioural intentions. The results from the structural equation modelling analysis revealed that overall student satisfaction is influenced by the level of satisfaction with academic services, courses offered, access and augmented services. In contrast, administrative services and physical evidence were found to have a non-significant impact on overall satisfaction. Analysis also revealed a strong relationship between overall satisfaction and behavioural intentions. 相似文献
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The results of several recent studies of human associative learning indicate that people will learn more rapidly about cues
that have previously been experienced as predictive of events of significance, as compared with cues previously experienced
as nonpredictive. Notably, however, these experiments have typically established this prior predictiveness by means of pretraining
with multiple, simultaneously presented cues, some of which are more predictive than others. The present experiments instead
investigated the influence of prior predictiveness on future learning when this predictiveness was established via pretraining
with individual cues, each of which was the best available predictor of the outcome with which it was paired. Results indicate
that, following this pretraining, human participants again show better learning about previously predictive cues than about
previously nonpredictive cues. 相似文献
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Eva Reimers 《Discourse: Studies in the Cultural Politics of Education》2014,35(4):540-553
Drawing on post-structural perspectives and analysis of television programs on education, the article investigates the public educational discourse in Sweden. It shows how a dominant neoliberal educational discourse is articulated together with a discourse of equal education, where the two discourses influence and subvert each other so that neither becomes totally hegemonic. Taking as its point of departure the neoliberal emphasis on the individual, especially as it relates to school choice and to the significance of class for educational success, the analysis focuses on the constitution of classed positions. The study reveals constitutions of class in which race, place, gender, economy and agency are intertwined, such that the schools and the students are attributed both different statuses and different subject positions in terms of future economic trajectories. The conclusions drawn are that, in the public conversation about the organization and goal of compulsory education, it is important to be aware of the discursive and political contexts in which the discussions take place. It is also important to realize that class matters in the educational assemblage in the form of economic subjectivities constituted in a web of intersecting notions about differing preconditions and outcomes of education. 相似文献
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Holger Reimers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):88-105
Ohne ZusammenfassungÜbersetzt aus Documents administratifs, veröffentlicht in L'Éducation Nationale, Nr. 35, Dezember 1956. Eine englische Übersetzung dieser Präambel veröffentlichten wir in unserer letzten Nummer (III/4). 相似文献
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