Expectation vs Experience: Might Transition Gaps Predict Undergraduate Students' Outcome Gaps?

Autor/in	Jones, Steven
Titel	Expectation vs Experience: Might Transition Gaps Predict Undergraduate Students' Outcome Gaps?
Quelle	In: Journal of Further and Higher Education, 42 (2018) 7, S.908-921 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2017.1323195
Schlagwörter	Foreign Countries; Undergraduate Students; Achievement Gap; Student Experience; Student Participation; Expectation; Access to Education; Student Satisfaction; Student Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Studienerfahrung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Expectancy; Erwartung; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten
Abstract	Drawing on thematic analysis of one-to-one interviews with 85 undergraduate students, this paper offers initial, exploratory analysis of whether known outcome differentials may be partly attributable to students' transition into university. The study is located in the English higher education sector, where fee increases have been accompanied by wider availability of metrics and outcome differentials have become a particular focus of attention. Specifically, this paper examines (in)congruence between students' expectations of higher education and their experience while at university, tracking how recalled pre-arrival expectations correlate with socio-economic status and school type. In the case of students from 'widening participation' (WP) backgrounds, the effect of attendance on an intervention (access) programme is also considered. Findings point to a complex web of factors influencing the undergraduate experience of students within the same institution. For WP students, the widest gaps arise in relation to pedagogy, as the culture and curricula of higher education are initially found inconsistent with expectations. Intervention programmes make a small positive difference, primarily because social and academic confidence is enhanced. For students educated at independent schools, the widest gaps arise in relation to assessment, for which university-level support and guidance are felt to be less personalised than expected. On a structural level, findings question the reliability of output metrics as proxies for teaching quality given the extent to which they are predicted by students' backgrounds and by the nature of their individual transition into higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01