Students' perception of quality for a business program delivered in Canada and China

Abstract

Purpose

The purpose of this paper is to investigate the beliefs of undergraduate business students studying in Canada and partners in China about the quality of the program; what they consider effective signals of quality; and their willingness to pay to improve the quality.

Design/methodology/approach

A survey was designed and distributed to 481 students in the transnational program during the 2009 and 2011 academic years. Statistical tests were conducted to examine mean differences in the perception of quality, different signals of quality and willingness to pay to improve quality.

Findings

The findings of the study indicate that Canadian University and Chinese partner students, mostly in their final years of study, have similar beliefs about the quality of the program. They consider the program as good quality but not top rated. Chinese partners' students in their earlier years of study have a lower perception of quality but this gets better as they progress through the program. Students perceive high quality reputation and professional accreditation as equally important in terms of signalling quality. Finally, many students are willing to pay more to improve the quality of the program.

Research limitations/implications

Some limitations of the study include convenience sample selection and size, translation of survey, the framing of the survey questions and controlling for factors such as grade point average, gender and other factors.

Practical implications

The paper provides important information to monitor quality and to place a value on pursuing accreditation and tuition fee increases.

Originality/value

Students' perception of quality has remained under‐examined in the literature. The research establishes a framework which can lead to future explorations.

Citation

Hohner, M. and Tsigaris, P. (2012), "Students' perception of quality for a business program delivered in Canada and China", Journal of International Education in Business, Vol. 5 No. 1, pp. 37-49. https://doi.org/10.1108/18363261211261746