Undergraduates' personal circumstances, expectations and reasons for attending university

Bibliographic Data

ID4098281
AuthorsKieran Balloo (0000-0002-1745-4653, University of Roehampton, corresponding author), Regina Pauli (University of Roehampton), Marcia Worrell (University of West London)
Year2017
Volume42
Issue8
Pages1373-1384
Publication date2017-08-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2015.1099623
OpenAlexW1879465200
LanguageEN
Citations received13
References cited14

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

Higher education · Medical education · Pedagogy · Academic and Historical Perspectives in Psychology · Evaluation of Teaching Practices · Medicine · Psychology · Student Assessment and Feedback

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