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Human capital theory suggests that any increase in skills translates into greater productivity of the workforce. Non-cognitive skills, in particular, play a critical role in many domains in life. The aim of this study is to gain a greater understanding of one such skill, discipline. Viewing discipline as a tool for enhancing learning, personal development and increasing overall achievement, this study offers an alternative way to measure discipline in higher education.

This paper presents the results of an online survey of 537 current students and recent graduates from the United States, South Korea and China. Principal component analysis was used to test the overarching assumption that student discipline is composed of five dimensions. Multiple analysis of variance (ANOVA) with post hoc analyses and t-tests were applied to test for country and gender-related differences between the three country groups. Cluster analysis was used to profile the respondent groups based on similarities across the samples.

The results confirm that student discipline is a construct comprising five discipline dimensions – focus, intention, responsibility, structure and time (F.I.R.S.T). In addition, the identification of low, medium and high discipline levels among the respondents provides support for the recently introduced concept of a layered “threshold of Discipline”.

A F.I.R.S.T. discipline measurement questionnaire for capturing student discipline – underpinned by a conceptual model encompassing self-determination, goal setting, self-efficacy, self-regulation and time management principles – was developed and tested. Suggestions for enhancing graduate work readiness through increasing levels of the skill of discipline are outlined.

The purpose of this paper is to examine individuals' levels of work ethic amongst current and recent university attendees across three countries. This article presents the results of a survey of 537 respondents from the United States of America, Korea and China, thus extending the previous research into work ethic, often conducted from a Western perspective. The comparative study aims to enhance the understanding of cross-cultural and gender differences and similarities whilst probing for the levels of work ethic amongst the respondents.

A comparative research method was adopted because the authors' aim was to probe similarities and differences across three societies. Multiple analysis of variance (ANOVA) and t-tests were utilised to explore gender and country-related differences. Cluster analysis was applied to probe for segments highly similar to each other in the levels of work ethic of the respondents.

The results confirm the hypothesised differences between countries as well as across gender groups, with American females having the highest levels of work ethic, closely followed by Chinese males and females. Three distinct segments – low, medium and high levels of work ethic – were found in all three countries, indicating that there are individuals in each of the societies who could benefit from strategies for increasing the individuals' levels of work ethic.

Novel gender comparisons of the three country groups revealed American females as having the highest levels of work ethic and Korean females the lowest, whilst the identification of clusters of low, medium and high levels of work ethic provides evidence of the need to increase levels of work ethic to enhance productivity, regardless of the country of origin.

The role of discipline in achieving higher academic and workplace performance is receiving increasing attention; however, research into student discipline has historically centred on schools. The purpose of this paper is to explore how university students from multiple faculties and at different stages of academic progression understand discipline in higher education, with the aim to investigate how graduates could become more disciplined and more work ready.

This study adopted a qualitative exploratory approach. Semi-structured interviews were conducted with university students and analysed using thematic analysis.

The students viewed discipline as internally driven as opposed to being enforced externally, which is often the case in schools. Five main themes were identified as discipline dimensions: “focus”, “intention”, “responsibility”, “structure” and “time” (F.I.R.S.T.).

A new concept of discipline is presented, underpinned by a conceptual framework comprised of self-determination, goal-setting, self-efficacy, self-regulation and time management principles. A “Threshold Concept of Discipline”, a hierarchical four-layered concept that develops over time for every individual with the ultimate level being “Creative Discipline”, is proposed. These findings illuminate learning strategies that higher education institutions can use to further enhance learning and increase the work readiness of their graduates. Such strategies can empower students who aspire to perform at a higher level and to become true professionals.

The purpose of this paper is to combine seemingly unrelated factors to explain global competitiveness. The study argues that school discipline and education investment affect competitiveness with the association being mediated by educational performance. Crucially, diachronic effects of discipline on performance are tested to demonstrate effects over time.

Partial least square (PLS) modelling is used to analyse the Organization for Economic Co-operation and Development’s Programme for International Student Assessment (PISA) data. The study further draws from World Bank data on Government Expenditure and World Economic Forum data on competitiveness. Five PISA dimensions of school discipline (students listening well, noise levels, teacher waiting time, students working well, class start time) are hypothesised to affect academic performance in reading, math and science, and to ultimately impact competitiveness.

Findings confirm the relative importance of school discipline (88 per cent) in comparison to education investment (12 per cent) on educational performance, with both variables also being found to be significantly associated with competitiveness directly.

This study demonstrates the time effects of discipline, more specifically that discipline dimensions (students listen well in 2003 and students work well in 2009) are associated with competitiveness in 2012. Implications for school policy and further research are discussed.

The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive vis-à-vis authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed students have better discipline.

The authors analyse Organisation for Economic Co-operation and Development’s Programme for International Student Assessment data on school discipline dimensions: students listening well, noise levels, teacher waiting time, students working well, class start time. Analysis of variance (ANOVA) with post hoc analysis on five geographic groups established by Baumann and Winzar (2016) was applied to test for geographic differences (Europe, Americas, Far East Asia, Rest of Asia, Anglo-Saxon cluster) in school discipline. ANOVA was further used to test for school discipline and academic performance. Third, t-tests on five discipline dimensions were run to test for differences between students who wear uniforms and those who do not.

The results demonstrate differences in school discipline across five geographic clusters, with East Asia leading the way. The authors demonstrate significant differences in discipline for low, medium and high performing students. Peak-performing students have the highest level of discipline. Students wearing a uniform listen better with lower teacher waiting times.

Students peak perform when teachers create a disciplined atmosphere where students listen to teachers, where noise levels in the classroom are low and they do not have to wait to start class and teach. Good discipline allows students to work well and this ultimately leads to better academic performance. Uniforms contribute to better discipline in everyday school operations. The findings support that in general, implementing school uniforms at schools might enhance discipline and allow for better learning. The authors recommend keeping uniforms where they are already used and to consider introducing uniforms where they are not yet common.