Investigating the Relationship between Student's Perceptions of Globalization of Higher Education and their Assessments of the Quality of Teaching-Learning Process

The purpose of this study was to investigate the relationship between students’ perceptions of globalization of higher education and their assessments of the quality of teaching-learning process. The data analysis method was correlative descriptive. Participants were 200 postgraduate students (148 Master, 52 Ph.D.) who were selected using random sampling selection technique. Cronbach's Alpha and context reliability were used to evaluate the validity and reliability of the instrument, respectively. The instruments of the study included the scales of student's perceptions of globalization on higher education and their assessments of the quality of teaching-learning process. Data were analyzed with path analysis model using SPSS and LISREL. The findings of the study illustrated that socio-cultural perception and emphasis on continuous learning had the highest Mean in the student's perspective. In most cases there was significant positive correlations between the dimensions of student's perception of globalization of higher education (i.e., individual perception, economic perception and socio-cultural perception) and the dimensions of their assessments of the quality of teaching-learning process (i.e., information and communication technology, standardization of educational elements, professor and student exchange, investment, emphasis on continuous learning, diversity of courses and qualifications, programs and projects). There was a positive and significant relationship between students’ perception of globalization of higher education and their assessments of the quality of teaching-learning process. Student's perceptions of globalization of higher education can directly affect their assessments of the quality of teaching-learning process.