Approaches to learning and student self-efficacy in Project-Based Marketing education

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dc.contributor.authorHabel, C.
dc.contributor.authorHabel, C.
dc.contributor.conferenceHigher Education Research and Development Society of Australasia Conference (33rd : 2010 : Melbourne, Australia)
dc.contributor.departmentCentre for Learning and Professional Development
dc.date.issued2010
dc.description.abstractThis study explores academic practice and student outcomes in three Marketing topics at an Australian university. A questionnaire collected data on approaches to learning and academic self efficacy, and data analysis sought to explore relationships between these two constructs as well as the effect of study after the topics. The research found a strong relationship between approach to learning and academic self efficacy, but surprisingly little support for work-integrated learning as a means of improving students’ self efficacy.
dc.description.statementofresponsibilityHabel, Chad and Habel, Cullen
dc.description.urihttp://www.herdsa.org.au/?page_id=1371
dc.identifier.citationProceedings of the 33rd HERDSA Annual International Conference, 6–9 July 2010 / M. Devlin, J. Nagy and A. Lichtenberg (eds.), 12p.
dc.identifier.isbn0908557809
dc.identifier.orcidHabel, C. [0000-0001-5468-3343]
dc.identifier.urihttp://hdl.handle.net/2440/61654
dc.language.isoen
dc.publisherHERDSA
dc.publisher.placeonline
dc.relation.ispartofseriesResearch and Development in Higher Education: Reshaping Higher Education; 33
dc.rights© 2010 HERDSA and the authors
dc.subjectwork-integrated learning
dc.subjectapproaches to learning
dc.subjectacademic self efficacy
dc.titleApproaches to learning and student self-efficacy in Project-Based Marketing education
dc.typeConference paper
pubs.publication-statusPublished

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