The Impact of Technology on Higher Education

This assignment delves into the value of business education by analyzing a case study of graduates from a prominent university. It examines the influence of various factors on their career trajectories and overall success. The analysis considers the impact of pre-career expectations, gender differences, and the evolving demands of the job market.

Student’s Last Name1
Assignment
By (Name)
Course
Professor
University
Date

Student’s Last Name2
Introduction
The institutions of higher education are beginning to acknowledge the importance of
education by emphasizing on fulfilling the needs and expectations of their students. Just like the
service industry, the higher education institutions insist on giving the proper services to their
clients, that is, the learners. Over the past two decades, some thinkers have raised the topic of
the quality of higher education and also come up with the various metrics that can be used to
measure higher education. The quality of higher education should be measured and defined
within the context of teaching and service orientation. Despite the tremendous progress,
however, some thinkers still question how good the higher education institutions prepare their
students to face the challenges in the demanding and dynamic working environment. Some
scholars argue that the learning institutions have failed to equip their graduates with the required
skills needed to cope with the current working environment. The graduates find it hard to find
and retain their jobs. One of the primary reasons for this is the current mismatch between the
employment requirements and the skills acquired in the learning process (Zaharie, McDougall
and Osoian, 2015, pp 43). Therefore, this research will seek to identify the nature and
satisfaction level evidenced by learners from three distinct cultural backgrounds when seeking to
achieve business qualification in Australia.
Career goals
Career goals have an impact on the way business students carry out their learning
activities. Notably, setting career goals give students life direction, and they also tend to think
more about their ideal future life. Both short and long term goals determine the success of a
student. In an interview session, the interviewer might want to know more about the

Student’s Last Name3
interviewee’s long-term goals. In other words, the interviewer might ask the interviewee where
he/she sees him/herself in the next five years. Both of these questions are the same thing.
Employers ask these types of questions because they might want to know the employee’s
visions, self-awareness, and plans (Chan and Ho, 2000, pp 315). Also, the employers ought to
know whether an employee intends to establish a long term working relationship with the
company or whether they plan to leave soon. While studying, most of the students are aware that
these are the questions they will expect from the future interviews and hence this will impact
their business qualification.
Career goals also create room for professional development. The business students, for
instance, will seek to advance more in their future careers through formal and informal learning.
Formal education may include the internships, coursework or apprenticeships. On the other hand,
informal learning may entail attending seminars and conferences or networking. Stephanie
Kinkaid, a career counsellor at the Wackerle Career and Leadership Centre, believes that career
goals set the platform for development and acquisition of professional skills (Gibson, 2010, pp
251). Career goals motivate the business students to be more involved in learning, observation
and seeking for motivational programs (Azevedo, Apfelthaler, and Hurst, 2012, pp 15). The
students are also motivated to attend graduate classes or training sessions and spend some time
with a mentor. Also, the learning process for goal-oriented students extends beyond the
classrooms. For instance, the students will volunteer to work for organizations or serve the
interests of a non-profit organization. This is one of the great ways the business qualification and
professional skills of a student can be impacted. Evidently, the professional development of
business students depends on their career goals.

Student’s Last Name4
The modern business world is dynamic. Business students, therefore, have to be always
updated with the recent developments to keep their career goals lively. The students will have to
work, learn new skills, and seek for the relevant qualifications (Zaharie, Osoian, and Gavrea,
2013, pp 172). Additionally, the career goals determine a student measures success. A good and
goal-oriented student always aims to grow, improve, and become more knowledgeable. For this
reason, the career goals will help the student to measure success.
Well-defined career goals enable business students to understand their motivation for
working. They are more knowledgeable and understand the impacts of tactical decisions. They
can comprehend how the tactical decisions affect the career goals. Some beneficial tactical
decisions during the learning process include investing in business books or other good reads and
attending business seminars. The detrimental tactical decisions include spending money for
additional purposes such as smoking and drinking (Dinu, 2012, pp 19). A goal oriented student
understands the implications of investing in books.
A recent study confirmed that there is a big difference between students who have set
career goals and those without. According to the study, students with career goals are more
confident (DeShields Jr, Kara and Kaynak, 2005, pp 128). The business students who make early
career goals are more fruitful and confident in their future jobs than those who fail to make early
career goals. Therefore, the business students who have set career goals are more likely achieve
business qualifications and set clear objectives regarding their future careers. Moreover, the
student will be able to acknowledge the business as an essential tool needed to acquire
employment prospects. The business student will also be in a position to think critically and
make the proper decision.

Student’s Last Name5
Education systems in Australia
Australia is termed as the prime destination for international students. The tertiary
education system in the country features a large number of international students. The country
hosts an approximate of 7% of the international students and receives 20 times more foreign
students than the number of Australian students in the tertiary institutions (Watty, Sugahara,
Abayadeera and Perera, 2013, pp 502). In the recent years, the number of foreign students in
Australia has risen drastically. A recent study by the Organization for Economic Co-operation
and Development (OECD) indicated that the education system in Australia differs with other
advanced nations (Khawaja and Dempsey, 2008, pp 30). This study was conducted in 35
advanced economies. First, the education spending in Australia per student was found to be
above average. According to OECD’s report, Australia was ranked as the 10th largest spender.
The average education cost per student was determined to be 122, 000 US dollars (Uhlig, Mehta,
Silverstone and Mossavar-Rahmani, 2015, pp 95). Secondly, the classroom hours in Australia are
longer compared to other countries. Thirdly, the tertiary education levels are relatively high.
Approximately, 43% of adults in Australia have acquired tertiary education, after Canada, Japan,
Korea, United States, and the United Kingdom.
When studying in Australia, students have several expectations which they believe can be
fulfilled by the education system in the country. Notably, the students seem satisfied since most
of their expectations have been fulfilled. The Australian education system has been able to
comfortably cater for the students’ needs including knowledge, communication, and information
(Dinu, 2012, pp 45). Moreover, the students anticipate that the education system in Australia will
motivate and empower them to get the required employment prospects. The education system in

Student’s Last Name6
the country promotes a free-learning environment by encouraging students to think critically and
differ with tutors and lecturers about certain ideas (Lopez-Leyva and Rhoades, 2016, pp 54). Due
to the enhanced research infrastructure and friendly educational policies, the students have been
able to acknowledge and gain satisfaction from the Australian education system.
The education system in the country can also be referred as a mix of many cultures. The
system offers comprehensive international programs which are highly active and capable of
meeting the requirements of all the foreign students (Care and Anderson, 2016, pp 12). For more
than a century, the universities in Australia have been kind enough to enroll students from other
nations (Reimers and Villegas-Reimers, 2014, pp 14). One of the prominent features in the
Australian universities is the ethnic mix seen in the students from more than 50 nationalities
(Dunnion and O’Donovan, 2014, pp 30). Tolerance of religious beliefs, cultural sensitivity, and
freedom of expression are some of the rights that are encouraged and promoted by the
universities in Australia (Zaharie, McDougall, D. and Osoian,, 2015, pp 45). All the universities
in Australia are autonomous and offer distinct courses and standards. However, all the
universities are unified by common national system which assures that all the degrees given by
the universities have equal qualities and meet the required standards (Williams, Rassenfosse,
Jensen and Marginson, 2013, pp 599). It is also important to note that the universities in the
country are not ranked officially. Instead, the universities are defined by the courses offered.
Some of the universities are more inclined to the traditional learning aspects such as research
while others prefer practical teaching which will produce skilled graduates (Harman, 2000, pp
120). Some of the universities also take advantage of their location to offer research programs
and specialize in certain courses. Collectively, the courses offered in the Australian universities

Student’s Last Name7
are comprehensive and all-inclusive. Also, the education system in the country follows the
international 3+2+3 model (Mazzarol and Soutar, 2002, pp 82). In other words, this means that
business students will undertake the business bachelor’s degree for 3 years, followed by the
master’s degree for 2 years, and finally the doctorate for duration of 3 years. At the completion
of the doctorate, the business student will be equipped with the necessary skills and knowledge
required for employment.
Australia is one of the few nations that offer vocational education and training. During
the vocational sessions, the trainees are assessed based on their competencies and skills
necessary in their field of specialization. The Australian Vocational and Training Sectors have
gained a global recognition for their efforts in providing the best vocational training and business
graduates from the Australian vocational institutions are acknowledged worldwide (Care and
Anderson, 2016, pp 10). The VET sector combines both the private and public training
institutions, most of which offer training to business students. Collectively, these institutions are
referred as Registered Training Organizations (RTOs). The RTOs act as stepping stones for
business students seeking to advance their business knowledge and skills. They enable students
gain qualifications that are recognized by other educational institutions and industries throughout
Australia. The public training institutions offer a wide variety of courses ranging from certificate
level, advanced diploma and now also undergraduate degrees are offered (María Cubillo,
Sánchez and Cerviño, 2006, pp 101). The private colleges offer some key subjects including
Information Technology and Business.
The Australian education system compares with the Russian and the Bangladesh
education system in various ways. In the modern world, the Russian educational system is

Student’s Last Name8
mainly characterized and defined by the global movements. Recently, the Russian universities
have been noted to be shifting from the traditional research institutions into entrepreneurial
institutions. These changes have been driven by the policy changes, increased need for higher
education, high research costs, growth in multidisciplinary, and much more. The New Public
Management (NPM) is responsible for determining adjustments in the Russian academic system.
The NPM suggests that higher education is controlled by the market forces, under the regulation
and monitoring of institutional managers and the state (Khvatova, Dushina and Nikolaenko,
2015, pp 176). Some of the specific and core functions of NPM include competitive financing,
performance assessment, service development, and so on.
In Bangladesh, higher education is pursued on completion of higher secondary level (XII
class). The higher education system in the country was established by the British during the
colonial era. Therefore, the system lacks theoretical, sociological, and philosophical perspectives
(Sarkar, Hossain and Rahman, 2014, pp 645). By introducing the system in the country, the
British administration hoped that they would nurture professionals who were capable serving
their business and commerce interests. The education system, however, found new ways of
reshaping the nation and fulfilling national goals (Sarkar, Hossain and Rahman, 2014, pp 645).
After implementation of several recommendations, the education system is Bangladesh has been
able to offer different fields of higher education such as the general arts, technical courses, and
madrasah (Muslim religion). Currently, the country has 144 universities.
Facilities and Technology
The facilities and technology in the Australian universities influence the qualification of a
business student in various ways. Currently, the educators in Australia are beginning to

Student’s Last Name9
incorporate technology into school education. Most of the Australian schools are seeking to build
the innovation capabilities among their students, and the government policies also support the
use of technology in schools (Kennedy, Judd, Churchward, Gray and Krause, 2008, pp 25). The
computing facilities in the Australian schools include the software, hardware, networking,
connectivity, and internet services (Kozma, 2003, pp 4). The computing infrastructure in the
learning institutions allows the learning and administration functions to run efficiently. Personal
digital assistants (PDAs) and notebooks are examples of some technologies evident in the
Australian learning institutions. A wide range of school activities in the Australian schools are
supported by technological infrastructure. For instance, the communication to parents, teachers,
and students is done via email or SMS messaging (Islam, Khudri, and Afrin, 2017, pp 32).
Teaching services are conducted in the computer laboratories, classrooms, and at home. This is
made easier through the use of interactive whiteboards, content management systems, and social
learning software. Also, the technological infrastructures are used for administration and record
keeping functions. For instance, there are databases that keep a record of the students’
attendance, contact details, asset and finance management, and family background information.
In other cases, the students provided with information via newsletters, media releases and daily
bulletins.
Australia is one of the countries that are appreciated for world class research, which has
enabled millions of people around the world to benefit from the outcomes of the research. In
1960, for instance, there was a discovery of acquired immunological tolerance. Also, the
accelerating universe was discovered in 2011 (Dunnion and O’Donovan, 2014, pp 25). These are
just some of the few discoveries which have been made in the country. Australia is seen to be a

Student’s Last Name10
forward-thinking country that appreciates technology in business. The classrooms are equipped
with up-to date technologies and students are allowed to carry laptops to the lecture halls and
classrooms. The learning institutions strive to ensure that the students are successful in their
career choices by availing them with innovative and modern infrastructure. An approximate of
35 research centers are engaging in high-level research, provision of undergraduate and
postgraduate courses, and special education courses (Lopez-Leyva, and Rhoades, 2016, pp 47).
Also, the country has created 63 cooperative research centers that seek to conduct a collective
research between the private industry and the universities. Australia also offers platforms for the
young and promising professionals.
In addition to incorporating technology into their learning processes, the higher learning
institutions in Australia also offer a wide variety of facilities and support services. To assist the
student with any challenges they may face, including personal and academic challenges. The
student advisers in the learning institutions are very understanding and relate the challenges that
the students face during their learning process (Harman, 2000, pp 111). The facilities offered by
the institutions will depend on the number of the students, size of the institution, and
contributions from the students. Some of the facilities that are offered include the campus
childcare, the student health clinic, the activities and recreation office, library and computer
laboratories, prayer rooms and chaplains, sporting facilities, women rooms, queer spaces, course-
specific facilities, and retailers.
The campus childcare in many Australian universities offers support by providing
services at subsidized prices. Therefore, students will not have to struggle to raise money for
medical bills. In other institutions, discounted rates are given to the students who seek the

Student’s Last Name11
services of the clinic on a daily basis. The student health clinic offers first aid assistance and
general information relating to medicine (Bianchi, 2013, pp396). The recreation facilities in the
institutions provide students with diversified ways of spending their time including making new
friends or engaging in other co-curricular activities. The recreation facilities also act as an
excellent source of getting cheap tickets, free lunches or anything else happening on the campus
(Arambewela and Hall, 2006, pp 141). The modern and well-equipped libraries in the majority of
Australian universities make it easier for the students to complete their assignments in time and
at the same time enjoy a quiet environment for conducting studies. Notably, some of the
institutions are equipped with faculty-specific materials which enable the students get what they
need more easily. For instance, the libraries may be divided into business, law, and magazine
sections. Additionally, the libraries also stock a wide variety of fiction books, DVDs, and most
of them allow the students to access the internet for personal use (Reimers and Villegas-Reimers,
2014, pp 12). The library staffs are readily available to answer any question and give the required
support. For instance, the staff members assist the students to locate resources easily and enhance
their research skills. The computer labs offer the ideal space for completing assignments between
the class hours. The laboratories are also open during the night hours for those who prefer to
conduct their research during the night hours. Other institutions also cater for the students who
require special software.
Due to the cultural diversity evidenced in most of the Australian universities, prayer
rooms and chaplains are availed for students. The prayer rooms give an opportunity for the
student to reflect and pray during the breaks. The chaplains are available for the students who are
looking for a person to guide them on matters regarding personal or spiritual life. All the

Student’s Last Name12
religious groups can seek the services of a chaplain. As seen earlier, the education system in
Australia offers similar courses and hence the need for differentiation. Evidently, some
universities in the country are diversifying their services by incorporating sporting facilities to
their education system. The well-equipped gyms and sporting clubs help the students break the
boredom of spending the whole day in the classrooms. Some institutions have swimming pools,
playing fields, and indoor stadiums that are used for leisure activities. Other institutions also
offer queer spaces or women’s rooms. These rooms provide space for the relaxation and
socializing without fear of judgement or discrimination (Schweitzer, Lyons, and Kuron, 2011, pp
422). These rooms are also meant for organizing demonstrations, student movements, and other
events.
Also evident in many institutions in Australia is the availability of course-specific
facilities. For instance, moot courts may be available for law students, creative and art students
may have exhibition spaces, the nursing students may have simulated hospital wards and so on.
Finally, most of the universities in Australia are served by retailers. Coffee shops, beauty salons,
restaurants, and student travel agents are just a few facilities that might be evident in the learning
institutions. The availability of these facilities within the campus means that the business
students will spend more time studying rather than looking for the same products and services
outside the school. Moreover, the retailers offer their goods and services at rates that are
affordable to students. Additionally, other special facilities such as banks, supermarkets, and post
offices may be available within the institutions.
International students choose their destination for higher studies based on the available
facilities and technologies. The software, hardware, and other connectivity tools have been

Student’s Last Name13
greatly used and appreciated by the international students taking business courses in Australia.
Additionally, the modern classrooms, computer labs, online classes, and face-to-face tutorials
have been commonly used to enhance and speed-up the understanding of international business
students. The combination of these technologies and facilities has enabled the international
business students gain encouragement when studying towards their business qualification in
Australia.

Student’s Last Name14
Bibliography
Aithal, P.S. and Aithal, S., 2016. Impact of On-line Education on Higher Education System.
Arambewela, R. and Hall, J., 2006. A comparative analysis of international education
satisfaction using SERVQUAL. Journal of Services Research, 6, p.141.
Azevedo, A., Apfelthaler, G. and Hurst, D., 2012. Competency development in business
graduates: An industry-driven approach for examining the alignment of undergraduate business
education with industry requirements. The International Journal of Management
Education, 10(1), pp.12-28.
Bianchi, C., 2013. Satisfiers and dissatisfiers for international students of higher education: An
exploratory study in Australia. Journal of Higher Education Policy and Management, 35(4),
pp.396-409.
Care, E. and Anderson, K., 2016. How Education Systems Approach Breadth of
Skills. Washington, DC: Center for Universal Education at BROOKINGS.
Chan, S.Y. and Ho, S.S., 2000. Desired attributes of public accounting firms in the job selection
process: an empirical examination of accounting graduates' perceptions. Accounting
Education, 9(4), pp.315-327.
DeShields Jr, O.W., Kara, A. and Kaynak, E., 2005. Determinants of business student
satisfaction and retention in higher education: applying Herzberg's two-factor
theory. International journal of educational management, 19(2), pp.128-139.

Student’s Last Name15
Dinu, I.T., 2012. The bad public decisions' ripple--setting the education off balance. Marketing
simulation--education design decisions. Theoretical & Applied Economics, 19(8).
Dunnion, J. and O’Donovan, B., 2014. Systems thinking and higher education: the vanguard
method. Systemic Practice and Action Research, 27(1), pp.23-37.
Gibson, A., 2010. Measuring business student satisfaction: A review and summary of the major
predictors. Journal of Higher Education Policy and Management, 32(3), pp.251-259.
Harman, G., 2000. Allocating research infrastructure grants in post-binary higher education
systems: British and Australian approaches. Journal of Higher Education Policy and
Management, 22(2), pp.111-126.
Islam, N., Khudri, M.M. and Afrin, S., 2017. Impact Factors of ICT on the Learning Process of
Students: A Study on Private Universities in Bangladesh. South Asian Journal of
Management, 24(1), p.32.
Jackson, D. and Chapman, E., 2012. Empirically derived competency profiles for Australian
business graduates and their implications for industry and business schools. The International
Journal of Management Education, 10(2), pp.112-128.
Jackson, D., 2010. An international profile of industry-relevant competencies and skill gaps in
modern graduates. International Journal of Management Education, 8(3), pp.29-58.
Kennedy, G.E., Judd, T.S., Churchward, A., Gray, K. and Krause, K.L., 2008. First year
students' experiences with technology: Are they really digital natives?. Australasian journal of
educational technology, 24(1).

Student’s Last Name16
Khvatova, T., Dushina, S. and Nikolaenko, G., 2015, November. Institutional Transformations
and Legitimacy in the Russian Higher Education System: Empirical Evidence From Within
Academia. In European Conference on Management, Leadership & Governance (p. 176).
Academic Conferences International Limited.
Khawaja, N.G. and Dempsey, J., 2008. A comparison of international and domestic tertiary
students in Australia. Journal of Psychologists and Counsellors in Schools, 18(1), pp.30-46.
Kozma, R.B., 2003. Technology and classroom practices: An international study. Journal of
research on technology in education, 36(1), pp.1-14.
Lopez-Leyva, S. and Rhoades, G., 2016. Country Competitiveness Relationship with Higher
Education Indicators. Journal of technology management & innovation, 11(4), pp.47-55.
María Cubillo, J., Sánchez, J. and Cerviño, J., 2006. International students' decision-making
process. International Journal of Educational Management, 20(2), pp.101-115.
Mazzarol, T. and Soutar, G.N., 2002. “Push-pull” factors influencing international student
destination choice. International Journal of Educational Management, 16(2), pp.82-90.
Moyle, K., 2010. Building innovation: Learning with technologies.
Reimers, F.M. and Villegas-Reimers, E., 2014. Getting to the Core and Evolving the Education
Reform Movement to a System of Continuous Improvement. New England Journal of Public
Policy, 26(1), p.12.

Student’s Last Name17
Schweitzer, L., Ng, E., Lyons, S. and Kuron, L., 2011. Exploring the career pipeline: Gender
differences in pre-career expectations. Relations Industrielles/Industrial Relations, 66(3),
pp.422-444.
Uhlig, R.P., Mehta, K., Silverstone, S. and Mossavar-Rahmani, F., 2015. The value of business
education: A case study of business administration graduates of a large university. Journal of
Business and Behavior Sciences, 27(1), p.95.
Uhlig, R.P., Mehta, K., Silverstone, S. and Mossavar-Rahmani, F., 2015. The value of business
education: A case study of business administration graduates of a large university. Journal of
Business and Behavior Sciences, 27(1), p.95.
Watty, K., Sugahara, S., Abayadeera, N. and Perera, L., 2013. Developing a global model of
accounting education and examining IES compliance in Australia, Japan, and Sri
Lanka. Accounting Education, 22(5), pp.502-506.
Williams, R., de Rassenfosse, G., Jensen, P. and Marginson, S., 2013. The determinants of
quality national higher education systems. Journal of Higher Education Policy and
Management, 35(6), pp.599-611.
Zaharie, M., McDougall, D. and Osoian, C., 2015. QUALITY IN HIGHER EDUCATION:
COMPARISON OF CUSTOMERS'EXPECTATIONS. Managerial Challenges of the
Contemporary Society. Proceedings, 8(1), p.43.
Zaharie, M., Osoian, C. and Gavrea, C., 2013. APPLYING QUALITY FUNCTION
DEPLOYMENT TO IMPROVE QUALITY IN HIGHER EDUCATION:

Student’s Last Name18
EMPLOYERS'PERSPECTIVE. Managerial Challenges of the Contemporary Society.
Proceedings, 5, p.172.
Sarkar, S.H., Hossain, S.Z. and Rahman, R.A., 2014. BUDGETARY PROVISION FOR
HIGHER EDUCATION: EVIDENCE FROM BANGLADESH. Journal of Public Budgeting,
Accounting & Financial Management, 26(4).