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Abstract

As one of the important stakeholders in the academic process, students and their preferences should be considered when the instructor selects the various course design features. Although students are not the only stakeholders in the academic process, their receptiveness to classroom instruction is clearly a central focus of that process. This paper examines a large sample of business student data on their preferences with respect to fourteen controllable course design features. The preferences are examined in light of their relative ranked importance and relative intensity. Additionally, the data is examined in light of potential differences in student preferences relative to various demographics. The paper summarizes the ranked contributions of different course design features from a student perspective. These findings should assist instructors in designing course parameters to meet student considerations without compromising an instructor’s personal choice and academic freedom.

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