Exploring business students' Perry cognitive development position and implications at teaching universities in the USA
by Harm-Jan Steenhuis; Lindsey A. Gibson; Tolga Ulusemre
International Journal of Information and Operations Management Education (IJIOME), Vol. 7, No. 3, 2024

Abstract: In the context of US universities where student evaluations of teaching play an important role in the retention and promotion of faculty, it is important to understand what a student expects in the classroom. This study took the perspective of Perry's cognitive development scheme with the following research question: what is the Perry level of cognitive development of business students? An established survey was used at two different universities. It was found that the median was position 3, and that there was large variation in three dimensions. First is the variation across program levels. Second, there was variation across universities. This becomes an issue when instructors move to a different university and questions the possibility to transfer 'best practices'. Third, variation was found within a specific program level. This means that instructors are faced with students who, from a cognitive perspective, have different demands which are unlikely to be simultaneously met.

Online publication date: Wed, 06-Mar-2024

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