Abstract
The authors examine the process of students' course and instructor evaluations in application of the expectancy theory framework. A modified conceptual model is proposed and six related hypotheses are tested with hospitality students from four courses. Results suggest the applicability of expectancy theory to understanding students' course and instructor evaluation process. Students' learning expectations are found to influence their perceptions of instructional performance and course-related satisfaction, which in turn affect the students' sense of belonging to the academic program. Practical implications such as student recruitment and retention issues are explored within the study framework.
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