Business Student Progress in Open Learning Courses: A Test and Reconceptualisation of Kember's Model

Abstract

This study empirically tests Kember's (1995) model of adult student progress using a cohort of Australian business undergraduates studying via open learning. Kember's model identifies five key variables which have a significant impact on student progress, namely social integration, academic integration, external attribution, academic incompatibility and grade point average (GPA). A self‐report questionnaire identical to that developed by Kember was administered to 246 open learning students. The findings from this study clarify the relationships among social integration, academic integration and GPA on outcomes as identified in Kember's model and as a result, suggestions for further improvement of the model are provided.

Citation

de Lange, P. and Mavondo, F. (2000), "Business Student Progress in Open Learning Courses: A Test and Reconceptualisation of Kember's Model", Asian Review of Accounting, Vol. 8 No. 1, pp. 106-122. https://doi.org/10.1108/eb060723