Business Student Progress in Open Learning Courses: A Test and Reconceptualisation of Kember's Model

Paul de Lange, Felix Mavondo

Research output: Contribution to journalReview ArticleResearchpeer-review

2 Citations (Scopus)


This study empirically tests Kember's (1995) model of adult student progress using a cohort of Australian business undergraduates studying via open learning. Kember's model identifies five key variables which have a significant impact on student progress, namely social integration, academic integration, external attribution, academic incompatibility and grade point average (GPA). A self-report questionnaire identical to that developed by Kember was administered to 246 open learning students. The findings from this study clarify the relationships among social integration, academic integration and GPA on outcomes as identified in Kember's model and as a result, suggestions for further improvement of the model are provided.

Original languageEnglish
Pages (from-to)106-122
Number of pages17
JournalAsian Review of Accounting
Issue number1
Publication statusPublished - 1 Jan 2000

Cite this