As other programs in education, international collaborative programs face challenges of quality assurance and accountability for students' learning outcomes. Through a survey of 1458 students, the present research employs a \"program logic model\" (input-activity-outcome) to measure students' perceived global learning outcomes in international collaborative programs in Shanghai, China. Multiple regressions were used to test the relationship between different aspects of students' learning experience and their perceived learning outcomes in the programs. Findings of this research suggest that students' learning experience had positive influence on students' perception of learning outcomes, even when students' personal variables, such as gender, grade level, major, pre-college grades, and international experience were controlled. This research further investigated the possible moderating effect of personal variables on the relationship between learning experience and perceived learning outcomes. Findings from the analysis show that the impact of students' learning experience on perceived learning outcomes may vary by pre-college grades and prior international experience. Although these differences are small in magnitude, they suggest that the effects of students' learning experience on their perceived learning outcomes should be carefully examined.
","abstract_html":"<p>As other programs in education, international collaborative programs face challenges of quality assurance and accountability for students' learning outcomes. Through a survey of 1458 students, the present research employs a "program logic model" (input-activity-outcome) to measure students' perceived global learning outcomes in international collaborative programs in Shanghai, China. Multiple regressions were used to test the relationship between different aspects of students' learning experience and their perceived learning outcomes in the programs. Findings of this research suggest that students' learning experience had positive influence on students' perception of learning outcomes, even when students' personal variables, such as gender, grade level, major, pre-college grades, and international experience were controlled. This research further investigated the possible moderating effect of personal variables on the relationship between learning experience and perceived learning outcomes. Findings from the analysis show that the impact of students' learning experience on perceived learning outcomes may vary by pre-college grades and prior international experience. Although these differences are small in magnitude, they suggest that the effects of students' learning experience on their perceived learning outcomes should be carefully examined.</p>","abstract_has_math":false,"creators":["Hu, Zhen"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Lynn Beck"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T05:35:52Z","subjects":["Higher Education Administration","Higher education","Education","Assessment","China","International higher education","Learning outcomes","Moderation","Students' experience","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781303996658"],"render_values":[{"text":"9781303996658","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/65","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lynn Beck"]},{"key":"dc:creator","label":"Author","values":["Hu, Zhen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:56:57Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Higher Education Administration","Higher education","Education","Assessment","China","International higher education","Learning outcomes","Moderation","Students' experience","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781303996658","https://scholarlycommons.pacific.edu/uop_etds/65"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As other programs in education, international collaborative programs face challenges of quality assurance and accountability for students' learning outcomes. Through a survey of 1458 students, the present research employs a \"program logic model\" (input-activity-outcome) to measure students' perceived global learning outcomes in international collaborative programs in Shanghai, China. Multiple regressions were used to test the relationship between different aspects of students' learning experience and their perceived learning outcomes in the programs. Findings of this research suggest that students' learning experience had positive influence on students' perception of learning outcomes, even when students' personal variables, such as gender, grade level, major, pre-college grades, and international experience were controlled. This research further investigated the possible moderating effect of personal variables on the relationship between learning experience and perceived learning outcomes. Findings from the analysis show that the impact of students' learning experience on perceived learning outcomes may vary by pre-college grades and prior international experience. Although these differences are small in magnitude, they suggest that the effects of students' learning experience on their perceived learning outcomes should be carefully examined.
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