ERIC Number: EJ1168461
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Undergraduate Student Expectations of University in the United Kingdom: What Really Matters to Them?
Money, Julie; Nixon, Sarah; Tracy, Fran; Hennessy, Claire; Ball, Emma; Dinning, Track
Cogent Education, v4 n1 Article 1301855 2017
Students spend 12 to 14 years in school settings learning in what could be considered a carefully controlled and structured environment. Higher education may not offer the same landscape to students and it appears that many enter with unrealistic conceptions of what is expected of them and are faced with different approaches to aspects of teaching, learning and assessment. This qualitative study explores the perceptions of second-year and final-year students in relation to their expectations whilst studying at university. Focus groups were used across two programmes in one university faculty to ascertain student expectations and what they perceived as important. From the thematic analysis, four areas were highlighted by the students as key to the transition into university these were directed time, non-directed time, support and relationships. Overall these students where positive about the university experience and the levels of support offered to them, particularly noting that working in peer learning groups (PLGs) was beneficial. Issues were raised around the timetabling of face-to-face contact time and the value of the experience and this is an area that needs further research as is understanding the complexity of the students' lives outside of the institution.
Descriptors: Foreign Countries, Undergraduate Students, Student Educational Objectives, Expectation, Focus Groups, Student Attitudes, Independent Study, Academic Support Services, Financial Support, Employment Services, Interpersonal Relationship
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A