How do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia

Bibliographic Data

ID3486828
AuthorsMojca Kovač Šebart (University of Ljubljana), Miha Kovač (University of Ljubljana), Tadej Vidmar (0000-0002-3877-0292, University of Ljubljana, corresponding author), Jasna Mažgon (0000-0002-9594-4674, University of Ljubljana)
Year2022
Volume12
Issue1
Publication date2022-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/21582440221087269
OpenAlexW4226230027
LanguageEN
Citations received1
References cited7

The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thus acquire the knowledge that only this type of study can bring. We therefore emphasize in the conclusion that calling for motivation that is tied to interest may actually have the effect of putting students off reading material that is not related to their direct interest or does not show directly applicable value. The results of the study also show that students are clearly attentive to the requirements and expectations of individual faculty member and therefore adapt their method of study (and the amount they study) in such a way as to satisfy these (frequently low) expectations

Epistemology · Higher education · Mathematics education · Pedagogy · Political science · Computer Science · Educational Strategies and Epistemologies · Knowledge Management and Sharing · Online and Blended Learning · Psychology

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