Undergraduates’ personal circumstances, expectations and reasons for attending university

Balloo, Kieran; Pauli, Regina; Worrell, Marcia

doi:10.1080/03075079.2015.1099623

Cited by 44 publications

(29 citation statements)

References 15 publications

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“…As literature indicates, the expectation of vocationalism in higher education is discerned elsewhere (Balloo, Pauli, & Worrell, 2015;Xu, 2011). While we do not have much data from other post-Soviet countries, present research confirms that the most important expectations of the university in post-Soviet Georgia are employment and training for specific occupations.…”

Section: Discussionmentioning

confidence: 97%

Learning for Earning: Student Expectations and Perceptions of University

Gorgodze¹,

Macharashvili²,

Kamladze³

2019

IES

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In the context of increasing numbers of students enrolling in higher education in the last decade, understanding student expectations of their universities becomes more important. Universities need to know what students expect if they want to keep them satisfied and continue attracting them. On the other hand, it is also important to know whether student expectations are in line with the purpose of the universities and the causes they serve. This research explores students' expectations and perceptions of the university in post-Soviet Georgia, as well as whether these expectations are in line with the perspectives of university administrators. For the purposes of this research, over 800 bachelor level students of different academic programs were surveyed at five big public universities across Georgia. Additionally, 10 in-depth interviews were conducted with university administrators to learn about the purpose that public universities try to serve and to understand their perspectives on what should be expected of university. After the analysis of the results, two focus groups were conducted with the students in Western and Eastern Georgia to make sense of the findings obtained through the student survey. Finally, 4 in-depth interviews were conducted with experts to understand their perspectives on the actual findings of this research. The results suggest that employment is the main expectation from a university education. Moreover, there is a mismatch between what students identify as their primary expectation and what administrators believe students should expect. Significance and implications of these results for universities are discussed.

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Section: Discussionmentioning

confidence: 97%

Learning for Earning: Student Expectations and Perceptions of University

Gorgodze¹,

Macharashvili²,

Kamladze³

2019

IES

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“…In explaining student academic adaptation to higher education (HE), research in the field has highlighted a wide range of personal and institutional variables among which expectations play a significant role (Balloo, Pauli, & Worrell, 2017;Fernández, Araújo, Vacas, Almeida, & Gonzalez, 2017;Pascarella & Terenzini, 2005). In combining cognition and motivation, academic expectations reflect student aspirations or what they intend to achieve in attending HE, and how they can overcome the challenges posed by the HE experience (Krammer, Sommer, & Arendasy, 2016;Kuh, Gonyea, & Williams, 2005;Pascarella & Terenzini, 2005).…”

Section: Introductionmentioning

confidence: 99%

Academic Expectations Questionnaire: A Proposal for a Short Version

et al. 2019

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“…A common motivation for students to enroll in a university degree is to improve career prospects (Balloo, Pauli & Worrell, 2017). While university retention is multi-factorial in nature, career education to inform degree selection is an important component in enhancing the likelihood of degree completion (Department of Education and Training, 2017).…”

Section: Introductionmentioning

confidence: 99%

Front loading the curriculum: early placement experiences enhance career awareness and motivation

Hollander

McGuckin

Sinclair

et al. 2018

SUCCESS

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Deciding which career path is right for undergraduate students can be challenging and positive outcomes are linked to early work placements. The aim of the current study was to explore the student experience following the introduction of early career-based awareness-raising and reflective learning opportunities in first-year sport and exercise science-based students. Students met with the first-year coordinator to discuss career progression and career aspirations. From this meeting, students were allocated a placement. Following the placement visit, students submitted a reflection piece addressing their experiences at the placement site with six themes identified including: 1) positive experience; 2) degree selection; 3) exposure and reinforcement of practices; 4) career awareness; 5) supervisor impact; and 6) negative experience. The provision of early placement for students in an observational capacity appears to be beneficial to first year experience to assist in consolidating their choice of degree.

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Undergraduates’ personal circumstances, expectations and reasons for attending university

Cited by 44 publications

References 15 publications

Learning for Earning: Student Expectations and Perceptions of University

Learning for Earning: Student Expectations and Perceptions of University

Academic Expectations Questionnaire: A Proposal for a Short Version

Front loading the curriculum: early placement experiences enhance career awareness and motivation

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