Academic Expectations among University Students and Staff: Addressing the Role of Psychological Contracts and Social Norms

Autor/inn/en	Naylor, Ryan; Bird, Fiona L.; Butler, Nicole E.
Titel	Academic Expectations among University Students and Staff: Addressing the Role of Psychological Contracts and Social Norms
Quelle	In: Higher Education: The International Journal of Higher Education Research, 82 (2021) 5, S.847-863 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Naylor, Ryan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-020-00668-2
Schlagwörter	Undergraduate Students; Expectation; College Faculty; Teacher Expectations of Students; Student Satisfaction; Teacher Morale; Success; Teacher Student Relationship; Educational Quality; Alignment (Education) + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Fakultät; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Erfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Quality of education; Bildungsqualität
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01