Academic Entitlement, Adults in Graduate Education, and Popular Culture: A Mixed-Methods Study

Autor/in	Smyth, David R.
Titel	Academic Entitlement, Adults in Graduate Education, and Popular Culture: A Mixed-Methods Study
Quelle	(2018), (315 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-3582-6
Schlagwörter	Hochschulschrift; Dissertation; Adult Students; Graduate Students; Expectation; Rewards; Outcomes of Education; Student Attitudes; Career Development; Teacher Responsibility; College Faculty; Popular Culture; Social Influences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Expectancy; Erwartung; Reward; Belohnung; Lernleistung; Schulerfolg; Schülerverhalten; Berufsentwicklung; Lehrverpflichtung; Fakultät; Popkultur; Sozialer Einfluss
Abstract	The purpose of this study was two-fold: a) to investigate the nature of academic entitlement in adult graduate students, and b) to determine if popular culture viewed from a public pedagogical lens influenced adult graduate students in respect to academic entitlement. Academic entitlement, as applied in this research, denotes student expectations about receiving high rewards or positive outcomes despite the lack of effort or evidence of acceptable performance. To adequately address this research, a mixed-methods sequential exploratory approach was used. Phase one (qualitative) utilized a semi-structured interview process with twelve students participating. A constant comparison analysis integrated the responses into categories and themes providing insights that supported the development of a graduate academic entitlement questionnaire used in phase two. The second phase (quantitative) utilized a questionnaire administered on-line to 1,101 graduate students. One hundred and twenty-six responses (11%) were collected; after screening 104 were usable. Integrating the findings from both phases provided insights about academic entitlement, specifically an entitlement viewed from within an economic exchange lens. A significant number of respondents saw their educational journey as an investment, one focused on career enhancements (i.e., higher incomes) or career prospects. Equally, a dominant viewpoint held was that graduate education was a commodity thereby underpinning entitlement beliefs about students' expectations regarding course and program quality, content, and personal interests and accommodations. Given a presence of entitlement offered, in part, a rationale why many participants indicated observing mannerisms or personally experiencing scenarios reflective of academic entitlement thinking or economic exchange entitlement arguments. In accord with this stream of thinking, indications existed that a shift in student viewpoints was occurring about faculty's responsibility in assuring students' academic success, and in popular culture's influence on fostering entitlement mindsets and a mentality of deservingness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01