Promoting Reasonable Expectations: Aligning Student and Institutional Views of the College Experience (review)

Abstract

Reviewed by: Promoting reasonable expectations: Aligning student and institutional views of the college experience James H. Banning Promoting reasonable expectations: Aligning student and institutional views of the college experience, by T. E. Miller, B. E. Bender, J. H. Schuh, et al.. San Francisco, CA: Jossey Bass, 2005. The principal goal of Promoting Reasonable Expectationsis "to examine student expectations and compare them with the realities of the student experience, exploring points of dissonance and contrast" (p. xii). The book successfully meets this goal, but it does more. Most importantly, it brings the notion of expectationsinto focus as a concept critical to understanding student-campus relations and provides a strong foundational platform from which other scholars and practitioners can move forward. The book encourages the reader to seek a greater understanding of the role of student expectations. The framework and rationale for the contents of the book are outlined in chapter 1. Chapter 2 provides the conceptual background for the study of expectations. This chapter offers a discussion of possible theoretical approaches to the study of expectations, moving from a quick review of established theories to the presentation of an innovative approach that addresses student-institution expectations. This innovative approach, the psychological contract theory, shows promise as a conceptual framework for future study of student expectations and higher education. Chapter 3 focuses on research about student expectations relative to the teaching and learning environment and about how these expectations differ from what actually happens. Research data produced by the utilization of the College Student Expectations Questionnaire (CSXQ) and the College Student Experiences Questionnaire (CSEQ) forms the basis for the discussion. Chapter 4 examines student expectations regarding campus life and the environment. Expectations of the campus environment appear to be quite inaccurate. Colleges and universities are challenged to help create student-campus expectations that are reasonable and fair. Chapter 5 focuses on expectations regarding campus services. Findings suggest not only that are these expectations often not on target but also that parental advocacy surrounding unmet expectations is an increasing phenomenon across the country. Expectations regarding the cost of higher education are the topic of chapter 6. This chapter summarizes a wide range of data; it should be on the suggested reading list for prospective students and their parents. Chapter 7 examines student persistence and degree attainment, highlighting the fact that "a far greater portion of [End Page 557]students who enter higher education expect to complete degrees in a timely fashion than actually do" (p. 132). Expectations related to outcomes of college other than degree attainment are examined in chapter 8. These "life after college" expectations are categorized as educated person, skilled worker, life skills manager, self-aware and interpersonally sensitive individual, and democratic citizen. Chapter 9 gives a description of how expectations vary in relation to demographics/attributes of students, and chapter 10 focuses on student expectations as they vary by type of institution attended. Expectations associated with 2-year, 4-year, public, private, and historically black colleges are examined. Chapter 11 discusses the expectations of higher education held by constituencies such as government, educational communities, parents, the media, and special interest groups. Chapter 12 reports on the comments gathered from conversations with executives of educational organizations and college presidents after they were given the Promoting Reasonable Expectationsmanuscript. Each of the follow-up participants found the book to be helpful, often in ways that were unique to the nature of the institutions or organizations being represented by the participant. Chapter 13 summarizes the key issues in the book, emphasizing the finding that student expectations seem to be an underutilized aspect in understanding the relationship between student and institution. Promoting Reasonable Expectationshas opened the door for the study of expectations. It has addressed a multitude of topics, issues, and applications from both conceptual and practical perspectives. The book ends by noting that "There are key matters still to be understood about student expectations" (p. 252). The book clearly closes on a heuristic note, challenging the reader to raise questions about what might be some of the key conceptual and practical issues still to be understood. What are other theoretical/conceptual frameworks that might advance the understanding of expectations? Rotter...