Author Information
Reinhold Schodl, University of Applied Sciences BFI Vienna, AustriaSandra Eitler, University of Applied Sciences BFI Vienna, Austria
Abstract
The logistics sector has to master the so-called twin transition. This simultaneous transformation towards sustainability and digitalisation is challenging, as it requires a sufficient number of suitably qualified labour. Higher education institutions play a key role in this, having typically adapted the curricula of their logistics degree programmes to emphasise topics related to the twin transition. However, this does not necessarily guarantee that enough young people will be attracted to these programmes and choose to study logistics. In order to successfully accomplish the twin transition, the study motives of potential students must also be considered when designing curricula. Therefore, a survey was carried out among first-year students of bachelor's and master's programmes in logistics at an Austrian university of applied sciences to identify their reasons for studying. A multidimensional approach is taken, combining different dimensions of motives for studying, such as self-transcendent, self-oriented and extrinsic motives. This allows the results to be compared with motivational mindset profiles as defined in the literature. The results suggest that there are two distinct groups of logistics students. One group mainly wants the study programme to help them achieve their career goals. The other group also wants to improve their own personal situation, but additionally that of society. When designing a student-centred curriculum, both groups should be given due consideration.
Paper Information
Conference: SEACE2026Stream: Curriculum Design & Development
This paper is part of the SEACE2026 Conference Proceedings (View)
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To cite this article:
Schodl R., & Eitler S. (2026) Understanding Study Motives for Student-Centred Curriculum Design in Logistics ISSN: 2435-5240 The Southeast Asian Conference on Education 2026: Official Conference Proceedings (pp. 379-384) https://doi.org/10.22492/issn.2435-5240.2026.30
To link to this article: https://doi.org/10.22492/issn.2435-5240.2026.30
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