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Undergraduate student expectations of university in the United Kingdom: What really matters to them?

Money, J and Nixon, S and Tracy, FE and Hennessy, C and Ball, E and Dinning, TM (2017) Undergraduate student expectations of university in the United Kingdom: What really matters to them? Cogent Education, 4. ISSN 2331-186X

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Abstract

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.

Item Type: Article
Additional Information: Money, J. et al. (2017). Undergraduate student expectations of university in the United Kingdom: What really matters to them?. Cogent Education, 4(1), 1301855. https://doi.org/10.1080/2331186X.2017.1301855
Uncontrolled Keywords: transition; student expectations; student support; student relationships; directed
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: School of Education
Publisher: Cogent OA
Date Deposited: 20 Mar 2017 10:54
Last Modified: 20 Mar 2017 10:54
DOI or Identification number: 10.1080/2331186X.2017.1301855
URI: http://researchonline.ljmu.ac.uk/id/eprint/6041

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