Thought Processes College Students Use When Evaluating Faculty: A Qualitative Study

This study explores the thought processes college students use when answering survey questions on standardized course/faculty evaluations.   Thought processes are categorized as: System One or System Two, based on the framework developed by Kahneman (2003) and Stanovich and West (2000). System One processes are typically hurried, superficial, effortless, and charged with emotions. System Two processes are considered to be slower, more deliberate, thoughtful evaluations. Results from eight focus group discussions are provided.  Student responses were categorized according to their adherence to System One or System Two cognitive processing. In total, 59% of the student responses were categorized as System One. Implications for faculty and higher education administrators are presented

Financially At-Risk College Students: An Exploratory Investigation of Student Loan Debt and Prioritization of Debt Repayment

College students today face heavy student loan debt that is intensified by the amount of credit card debt they carry. This study provides a profile of financially at-risk students based on their credit card usage behavior. When compared to the non-financially at-risk students, those in the financially at-risk group were found to have higher student loan balances, both currently and expected at graduation. In addition, if forced to prioritize debt repayment after graduation, students in the financially at-risk group indicated they would pay their credit card bills before making their student loan payments

Perceived Risk in College Selection: Differences in Evaluative Criteria Used by Students and Parents

Students and parents base college selection on how well the college will overcome the perceived financial, social, psychological, physical, and functional risks associated with the college experience. Nineteen criteria associated with these risks were evaluated for significant differences between students and parents as well as for their level of importance in the selection process. Significant differences were found with regards to financial aid, security/safety, weather, professors, marriage prospects, athletics, and reputation of the school. The most important criterion for both students and parents was the academics of the institution. Only seven of the top ten criteria were the same. © 2004 by Taylor and Francis Group, LLC

Towards intercultural competency in multicultural marketplaces

Intercultural competency plays a pivotal role in creating a more equitable and just marketplace where situations of marketplace vulnerability are minimized and resiliency is enhanced. Intercultural competency is the ability to understand, adapt, and accommodate another’s culture. In this essay, a framework of intercultural competency development in multicultural marketplaces is presented. Resilience building actions for multicultural marketplace actors, specifically, consumers, businesses/marketers, community groups and NGOs, and policy makers, are discussed for three phases of intercultural competency development