In-depth profiles of the expectations of undergraduate students commencing university: a Q methodological analysis

Balloo, Kieran ORCID: https://orcid.org/0000-0002-1745-4653 (2017) In-depth profiles of the expectations of undergraduate students commencing university: a Q methodological analysis. Studies in Higher Education, 43 (12). pp. 2251-2262. ISSN 0307-5079

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Abstract

Research shows that undergraduate students have many expectations of their university as they commence studying. The current study utilised Q methodology to gain an in-depth understanding of these expectations by examining shared viewpoints between groups of students. First-year undergraduate psychology students ranked statements in their induction week on expectations of university regarding teaching and assessment approaches, lecturer behaviour, organisational and resources support and issues relating to student autonomy. Factor analysis of these ranks revealed three profiles of expectations that were labelled and interpreted holistically in qualitative detail: Expecting to put in the hard work and be supported by tutors, Expecting a different experience to high school and Expecting to strike a balance between university and everyday life. These profiles demonstrate that students’ expectations should not be discussed in homogeneous terms. Recommendations are made for educators in terms of understanding discrepancies between expectations and the service which will be provided.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 01 Mar 2022 00:46
Last Modified: 26 Apr 2022 23:48
Uncontrolled Keywords: Expectations of university; feedback; Q methodology; teaching quality; transition
Fields of Research (2008): 13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390303 Higher education
Identification Number or DOI: https://doi.org/10.1080/03075079.2017.1320373
URI: http://eprints.usq.edu.au/id/eprint/46277

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