Can Uncertainty Avoidance influence
student satisfaction, achievement
and retention?
Dr Hilary Collins
Proposition
• Furthering Kemp’s, (2013) proposition that the
cultural dimension of Uncertainty Avoidance
affected undergraduate students with a high
uncertainty avoidance index, who displayed
uncertainty with changes towards blended
learning pedagogy, this paper proposes that
Uncertainty Avoidance consequently impacts
these students, satisfaction, retention and
achievement levels.
Definition
• “The uncertainty avoidance dimension expresses the
degree to which the members of a society feel
uncomfortable with uncertainty and ambiguity. The
fundamental issue here is how a society deals with the
fact that the future can never be known: should we try
to control the future or just let it happen? Countries
exhibiting strong UAI maintain rigid codes of belief and
behaviour and are intolerant of unorthodox behaviour
and ideas. Weak UAI societies maintain a more relaxed
attitude in which practice counts more than principles”
http://geert-hofstede.com/dimensions.html.
Why?
• Little is known about the impact of cultural
factors on changes in curriculum and
educational platforms.
• It is becoming increasingly recognised that it is
important to consider cultural context in
regions when educational models are being
rolled out across national borders(Frenck et al.
2010)
Purpose
• This study examines the effect of one dimension
from within Hofstede’s (1980.2001) cultural
framework, Uncertainty Avoidance, researching
students satisfaction with their supported online
learning on undergraduate modules.
• This paper focusses on one aspect of Hofstede’s
model, uncertainty avoidance, and furthers
existing research by applying this to levels of
achievement on undergraduate modules and
comparing two cultures with different levels on
uncertainty avoidance – Poland and the UK.
Literature
• Chase, Macfayden, Reeder and Roche
(2002).Bonham et al (1995) proposed that ‘
while culture is usually thought to develop
over time without conscious attention, the
rapid growth in use of distance education
technologies means that a more rapid and
deliberate developments of cultures is
needed.’
Literature
• Maxwell et al (2000) proposed that learner
expectations are a culturally bound phenomenon. And
that students from high UA countries could find it
difficult to adapt to a supported online learning
environment because the learner ‘‘has to take the
initiative and responsibility for what they select,
manage and access”
• (Deepwell and Malik 2008, p. 6). Learners high in UA
indicate a preference for structured learning, have a
concern for the right answers, hold an expectation that
the educator has the correct answers, and attribute
results to circumstances rather than acknowledging
self-control for their learning (Sulimma 2005)
Uncertainty avoidance
• Poland scores 93 on this dimension
• UK scores 35 on this dimension
Aims
• The aim of the research is to find out if there
is a significant increase in evidence of learner
certainty or uncertainty with students who
have declared their nationality as Polish,
which is a high uncertainty avoidance culture,
and one which has a large number of students
registered across the UK.
• We aim to establish whether Uncertainty
Avoidance consequently impacts upon levels of
student retention and achievement levels by
comparing students, registered on online
supported learning modules, who declared their
nationality as Polish (Poland has an UAI of 93; 7th
highest globally) and UK (United Kingdom has a
UAI of 35 ; 5th lowest globally).The study moves
on to discuss whether levels of study
demonstrate more of an impact for UA and
whether the faculty or student subject area
shows more of an impact of UA.
Methodology
• Firstly, we analysed secondary data on 3150
registered Polish and compared this to UK
students and found that over levels 1 and 2 of
study Polish students completion and
achievement levels were significantly higher
than UK students. However, in level 3 these
dropped significantly and were below the UK
achievement level.
Methodology
• A primary research survey was designed, and students
were invited to participate. 464 Students from various
faculties and backgrounds were invited to take the
survey (232 of whom were Polish students living in
Scotland and 232 were UK students living in Scotland)
by email on 18th December 2013, and a reminder
email was sent to 439 students on the 3rd January
2014. The survey remained open until 16th January
2014 and in that time 68 students responded, 30 of
which were partially completed responses, and 38
were complete responses, giving an 8.2% response rate
based on complete responses.
Findings
• This was compared by nationality and we found that
uncertainty avoidance affected Polish students
experience at level 3 study but not levels 1 and 2.
• It is at level 3 that study becomes more autonomous,
higher level of research skills are required and course
structure is less detailed. The findings indicate that
uncertainty avoidance impacts achievement and
retention at level 3 study in high UAI students. The
implications of these findings are discussed, and
support strategies suggested.
Conclusions
• This project has focussd on trying to understand
student satisfaction through a cultural lens and it
has provided insight that furthers existing
research by suggesting that high UA has more of
an effect in level 4 and above academic work
across all subject areas. This suggests that
changes in design and support of online
supported learning should be considered and
should to take into account issues raised by levels
of uncertainty avoidance and the link of
uncertainty / certainty to student satisfaction,
achievement and retention.
What do you like about your studyPoland
What do you like about your study- UK
What do you find a challenge on your
module- Poland
What do you find a challenge- UK
What do you really dislike about your
experience- Poland
What do you really dislike about your
experience -UK
What do you find supportive? Poland
What do you find supportive- UK
Questions?