Undergraduates’ personal circumstances, expectations and reasons for attending university

TY - JOUR

T1 - Undergraduates’ personal circumstances, expectations and reasons for attending university

AU - Balloo, Kieran

AU - Pauli, Regina

AU - Worrell, Marcia

PY - 2017/6/8

Y1 - 2017/6/8

N2 - Undergraduate students are likely to have a range of reasons for attending university and expectations about their education. The current study aimed to determine the most prevalent reasons and expectations among students, and how these differed based on their personal circumstances. First-year undergraduate psychology students completed a questionnaire on reasons for attending university and expectations of university regarding assessment, teaching, learning and organisational resources. Improving career prospects was found to be the most important reason for attending university. The most important aspect of assessment was receiving feedback clarifying things they did not understand. Being good at explaining things was the most important teaching quality. Reasons and expectations were also found to differ depending on students’ gender, age group, caring responsibilities, application route, fee status and whether English is their first language. Implications for educators are discussed in terms of bringing student experiences more in-line with their expectations.© 2015, Taylor and Francis. This is an author produced version of a paper published in Studies in Higher Education, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at http://www.tandfonline.com/doi/full/10.1080/03075079.2015.1099623. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

AB - Undergraduate students are likely to have a range of reasons for attending university and expectations about their education. The current study aimed to determine the most prevalent reasons and expectations among students, and how these differed based on their personal circumstances. First-year undergraduate psychology students completed a questionnaire on reasons for attending university and expectations of university regarding assessment, teaching, learning and organisational resources. Improving career prospects was found to be the most important reason for attending university. The most important aspect of assessment was receiving feedback clarifying things they did not understand. Being good at explaining things was the most important teaching quality. Reasons and expectations were also found to differ depending on students’ gender, age group, caring responsibilities, application route, fee status and whether English is their first language. Implications for educators are discussed in terms of bringing student experiences more in-line with their expectations.© 2015, Taylor and Francis. This is an author produced version of a paper published in Studies in Higher Education, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at http://www.tandfonline.com/doi/full/10.1080/03075079.2015.1099623. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

KW - personal circumstances

KW - expectations of university

KW - reasons for attending university

KW - transition

KW - feedback

KW - teaching quality

U2 - 10.1080/03075079.2015.1099623

DO - 10.1080/03075079.2015.1099623

M3 - Article

SN - 0307-5079

VL - 42

SP - 1373

EP - 1384

JO - STUDIES IN HIGHER EDUCATION

JF - STUDIES IN HIGHER EDUCATION

IS - 8

ER -