دورية أكاديمية
Academic Expectations among University Students and Staff: Addressing the Role of Psychological Contracts and Social Norms
| العنوان: | Academic Expectations among University Students and Staff: Addressing the Role of Psychological Contracts and Social Norms |
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| اللغة: | English |
| المؤلفون: | Naylor, Ryan (ORCID |
| المصدر: | Higher Education: The International Journal of Higher Education Research. Nov 2021 82(5):847-863. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Expectation, College Faculty, Teacher Expectations of Students, Student Satisfaction, Teacher Morale, Success, Teacher Student Relationship, Educational Quality, Alignment (Education) |
| DOI: | 10.1007/s10734-020-00668-2 |
| تدمد: | 0018-1560 |
| مستخلص: | Student expectations of required workload, behaviour, resource use, role and relationship profoundly shape success in higher education and inform satisfaction with their learning experience. Teachers' expectations of students' behaviour can similarly affect the university learning experience and environment. When expectations between academic staff and students are not aligned, student satisfaction and staff morale are likely to suffer. This study sought to identify areas where the academic expectations of students and staff aligned or diverged and understand responses to any breaches of expectations. Here, we report on qualitative findings from a survey of 259 undergraduate students and 48 staff members and focus group interviews with 10 students and 15 staff members. Although their academic expectations aligned in most areas, students appeared to have broader conceptions of success at university than staff, and a stronger focus on the importance of personal relationships with staff and teaching quality. Academics expressed stronger injunctive norms about prioritisation of study and the importance of identifying as a student. These differences are likely to lead to tension between the two groups, particularly in areas of value for individuals. While clarifying expectations may improve alignment between the groups to some extent, the basis of these differences in individual priorities suggests that merely articulating expectations may not resolve the issue. We therefore argue for staff to adopt a co-creation approach to academic expectations and to 'meet students halfway' where possible. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1315445 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0018-1560 |
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| DOI: | 10.1007/s10734-020-00668-2 |