Student Expectations of Tertiary Institutions: A Case Study of the Fiji National University (FNU)

Autor/in	Khan, Shana Nigar
Titel	Student Expectations of Tertiary Institutions: A Case Study of the Fiji National University (FNU)
Quelle	In: Tertiary Education and Management, 18 (2012) 3, S.221-236 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1080/13583883.2012.662242
Schlagwörter	Educational Development; Higher Education; Student Attitudes; Foreign Countries; Expectation; College Students; Satisfaction; Social Development; Student Development; Student Needs; Civil Rights; College Faculty; Educational History; Questionnaires; Educational Environment; Student Personnel Services; Attitude Measures; Space Utilization; Educational Resources; Teacher Role; Fiji + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Ausland; Expectancy; Erwartung; Collegestudent; Zufriedenheit; Soziale Entwicklung; Bürgerrechte; Grundrechte; Zivilrecht; Fakultät; History of education; Bildungsgeschichte; Fragebogen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Raumnutzung; Bildungsmittel; Lehrerrolle; Fidschi
Abstract	Education is a human right and Fiji's tertiary education board recently declared that all tertiary institutions in Fiji must abide by the framework in order to meet student-customers' needs. The Fiji National University's (FNU's) destiny to be Fiji's leading higher education provider could be a reality if students and staff's expectations are considered in all decision-making processes and at all levels of management. Preliminary research was conducted on a newly proclaimed government university: the FNU. The results revealed negative quality gaps whereupon there is a high intensity of student dissatisfaction with the services provided by the FNU. FNU as a community of social and education providers needs an atmosphere to provide social and educational development at all levels to meet the social and education needs of every staff and student in order to protect the basic human rights of its staff and students, and to qualify as an education provider that is internationally acceptable. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10