Exploring Students’ Expectations of the University Course
Keywords:University students, course expectations, course syllabus, quality of education, pre-service teachers, student satisfaction, study program.
Internalization of higher education leads to greater choice of universities for prospective university students. Higher education institutions in Ukraine are developing ways and designing tools for evaluating expectations of their students in order to keep enrollment rates high and assist students’ retention. This paper focuses on the analysis of the first-year students’ expectations of a course “History of Great Britain” with the aim of incorporating these expectations into the course syllabus, introducing possible changes in teaching and learning on the course, enhancing study programs and quality of service for pre-service English teachers. A comparative case study utilizes mixed methods approach, combining a critical analysis of the literature and data collection through student essays, which were triangulated with data from a focus group discussion to explore student perceptions of the course on its completion and offer suggestions to the university and the lecturer. The results show that undergraduate students’ expectations of the course are similar to the teachers’ assumptions and the aims and learning outcomes of the course as expressed in the syllabus. However, exploring students’ expectations and tailoring the course syllabus and content to these expectations is a crucial step in ensuring their satisfaction. A conclusion is made that identifying and meeting realistic students’ expectations of each course in the study program will allow the faculty to improve the quality of education.
Akareem, H., & Hossain, S. (2012). Perception of education quality in private universities of Bangladesh: A study from students’ perspective. Journal of Marketing for Higher Education, 22(1), 11–33. doi: 10.1080/08841241.2012.705792
Armagan, S., Bozoglu, O. & Guven, E. (2016). EFL students' expectations in higher education level English preparatory schools in Turkey. International Journal of Sciences: Basic and Applied Research 30, 182-192.
Belyaeva, A (2015). English for specific purposes: characteristic features and curriculum planning steps. Sustainable Multilingualism 7, 73-91. http://dx.doi.org/10.7220/2335-2027.7.4
Briukhanov, V., Kiselev, V., Timchenko, N., & Vdovin, V. (2010). Monitoring the opinions of parents of college students as a component of the institution's in-house education quality management system. Russian Education & Society, 52(5), pp. 79–88. doi: 10.2753/RES1060-9393520507
Balloo, K. B., Pauli, R. & Worrell, M. (2015). Undergraduates’ personal circumstances, expectations and reasons for attending university. Studies in Higher Education, 42 (8), pp. 1373-1384. https://doi.org/10.1080/03075079.2015.1099623
Borghi, S., Mainardes, E. & Silva, É. (2016). Expectations of higher education students: a comparison between the perception of student and teachers. Tertiary Education and Management, 22, 171–188. doi: 10.1080/13583883.2016.1188326.
Byrne, M., Flood, B., Hassall, T., Joyce, J., Montano, J. L. A., Gonzalez M. G., & Torna-Germanou, E. (2012). Motivations, expectations and preparedness for higher education: A study of accounting students in Ireland, the UK, Spain and Greece. Accounting Forum, 36, pp. 134–144. doi: 10.1016/j.accfor.2011.12.001.
Ginns, P., Prosser, M., & Barrie, S. (2007). Students’ perceptions of teaching quality in higher education: The perspective of currently enrolled students. Studies in Higher Education, 32(5), pp. 603–615. doi: 10.1080/03075070701573773
Kandiko, C. B. & Mawer, M. (2013). Student Expectations and Perceptions of Higher Education. London: King’s Learning Institute.
Kapera, I. (2017). Motives and expectations of students from Ukraine with respect to higher education in Poland in the field of tourism. Tourism, 27(1), pp. 17-21. doi: 10.1515/tour-2017-0002.
Knight, J. (2015). Updating the Definition of Internationalization. International Higher Education, 2–3. https://ejournals.bc.edu/ojs/index.php/ihe/article/viewFile/7391/6588
Koslowski III, F. A. (2006). Quality and assessment in context: A brief review. Quality Assurance in Education, 14(3), pp. 277–288. doi: 10.1108/09684880610678586
Lobo, A., & Gurney, L. (2014). What did they expect? Exploring a link between students’ expectations, attendance and attrition on English language enhancement courses. Journal of Further and Higher Education, 38, pp. 730-754. doi: 10.1080/0309877X.2013.817002
Nation, P. (2000, October). Designing and improving a language course. In English Teaching Forum, 38 (4), pp. 2-11).
National Report on the State and Prospects of Education Development in Ukraine (2017). Kyiv: Pedahohichna dumka.
Shon, O. (2016). History of Great Britain. Course Syllabus. Ternopil: TNPU.
Telford, R., & Masson, R. (2005). The congruence of quality values in higher education. Quality Assurance Education, 13, pp. 107-119. doi: 10.1108/09684880510594364
Voss, R., Gruber, T., & Szmigin, I. (2007). Service quality in higher education: The role of the students’ expectations. Journal of Business Research, 60, pp. 949–959. doi:10.1016/j.jbusres.2007.01.020.
Woodhouse, D. (1998). Quality assurance in higher education: The next 25 years. Quality in Higher Education, 4(3), pp. 257–273. doi: 10.1080/1353832980040306
How to Cite
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs