High Educational Expectations Research Articles

Accreditation as a Benchmark of Quality Sustenance in Higher Education: A Review of Quality Assurance in Indian University System

Economic globalisation has increased cross border transactions in every sphere of economic activity and the trend is more pronounced in higher education field. In a period of intensifying international interconnectivity and economic transition, there is a paradigm shift by knowledge becoming the key factor for economic growth. Universities and colleges are motors of development in an increasingly knowledge based society and it is the quality and size of the higher education that differentiates an emerging economy from others. The need for some kind of higher educational qualification for better prospects is increasingly recognised and growing enrolment in tertiary education sector and increasing rates of returns on it only make a case for the wider reach of higher education. Higher educational institutions face huge expectations from society. With geographical boundaries no longer apply to educational access, the traditional educational hierarchies like physical attendance, contact hours, formal academic credentials for academic instructors, library holdings etc are dissolved and the present challenges for quality assurance were unimaginable just a quarter century ago. This is not unique to any one country but has emerged as a global trend. Worldwide, students, educators, and all stakeholders are interested in knowing about the importance of obtaining a college degree from a college, university, or other institution of higher education with accreditation. Accreditation is considered across the globe as a benchmark in this context to quantify the effective educational practices towards qualitative achievements.

Adolescents’ emerging habitus: the role of early parental expectations and practices

This study makes two contributions to the literature. First, it bridges the sociological discussion of social class habitus with psychological notions of adolescents’ educational expectations, locus of control, and self-concepts. Second, it empirically examines the relationships between early employed parental practices and expectations and adolescents’ dispositions using a recently available wave of data from a nationally representative sample of US students. The findings reveal that students from higher socioeconomic status families had more positive general and area-specific self-concepts, higher educational expectations, higher internal locus of control, and higher academic achievement, and higher parental educational expectations were positively associated with all studied outcomes. The findings provide only partial support for the effects of early parental practices and highlight the role of gender and race/ethnicity in shaping adolescents’ habitus.

Family fortunes: female students’ perceptions and expectations of higher education and an examination of how they, and their parents, see the benefits of university

This paper details a case study undertaken in 2011 which examined a small group of female students’, and their parents’, perceptions of the purpose of a university education. The research is underpinned by a review of the literature examining the views held by academics and politicians as to the benefits of higher education and of research in the field of student choices, as related to habitus and their familial experience of higher education. Data collection involved the use of mixed methods to investigate perceptions and expectations about higher education on arrival at university and whether for a small sample of postgraduate respondents, these perceptions had changed over time. The findings showed that initially there is a belief that higher education is primarily a route to economic gain but, three years after graduation, the respondents consider their time spent at the university – primarily – as a period of personal growth and fulfilment.

Assesment of Father’s Involvement in Child Care Development

Fatherhood is the act of being a father, as opposed to merely a child. The father has an important potential role at each developmental stage that his children pass through. During pregnancy and birth, the father-to-be plays crucial roles in the transition of the family. Fathers discipline with respect and with love, the goal being to help socialize their children in positive ways. Good fathers set limits and are firmThe present study was undertaken to assess the Impact of father's involvement in child care and development . The study was based upon the sample 120 respondents in South City, RajniKhand, RuchiKhand and Banglabajar were selected purposively from semi urban area in Lucknow city in U.P Interview schedule as used for data collection and Purposive sampling method was used for sample selection. F test and Chi square analysis was used for data analysis. . The result revealed that father's education and occupation had highly significant impact on father's involvement in child care and development. more involved in infant care giving have infants with greater cognitive development. Fathers involved with their children become high in level in their daily activities; they show higher level of sociability and high level of school performance. Psychologist have claimed father's responsibility is the most important for a child's developmental wellbeing (Russel-1983). Fathers have a critical role play in ensuring positive outcomes for their children. There is consistent evidence that father's interest and involvement in their children's learning (which was measured in terms of interest in education, outings and reading to the child ) is statistically associated with better education outcomes (controlling for a wide variety of to their influencing factors). These out comes included better exam results, a higher level of educational qualifications, greater progress at school, higher level of education qualifications greater progress at school, higher educational expectations more positive attitude and better behavior at school. Fathers tend to challenge children to try out and explore, acquire experience and become more independent. This might be one of the reasons that they influence their children's competence. Challenged children are more likely to develop problem-solving skills. Father are involved in their children's lives in a multitude of ways that go beyond the traditional roles of economic provider and playmate. However ,few studies that include fathers tap all aspects of fathers involvement in children's lives. Furthermore, the quality of father- child interactions is not as frequently studied or as well understood as is the quantity of father-child contact. Children with involved, caring fathers have better educational outcomes. A number of studies suggest that fathers who are involved, nurturing, and playful with their infants have children with higher IQs, as well as better linguistic and cognitive capacities. Toddlers with involved fathers go on to start school with higher levels of academic readiness. They are more patient and can handle the stresses and frustrations associated with schooling more readily than children with less involved fathers. The influence of a father's involvement on academic achievement extends into adolescence and young adulthood. Numerous studies find that an active and nurturing style of fathering is associated with better verbal skills, intellectual functioning, and academic achievement among adolescents. For instance, a 2001 U.S. Department of Education study found that highly involved biological fathers had children who were 43 percent more likely than other children to earn mostly As and 33 percent less likely than other children to repeat a grade. OBJECTIVE 1. To impact of father's occupation involvement in child care and development. 2. To influence father's education in child care and development..

Parents' Role in Adolescents' Educational Expectations

The present study examined the extent to which mothers' and fathers' expectations for their offspring's future education, their level of education, and adolescents' academic achievement predict adolescents' educational expectations. To investigate this, 230 adolescents were examined twice while they were in comprehensive school (in the 7th and 9th grades). Their parents also filled in questionnaires at the same time points. The results showed that high parental expectations concerning their offspring's future education predicted high educational expectations among adolescents and they became more similar in the 9th grade compared to 7th grade. Parents' high level of education predicted both mothers' and adolescents' high level of educational expectations in the 7th grade, which then contributed to adolescents' high expectations in 9th grade.

Teenage expectations of going to university: the ebb and flow of influences from 14 to 18

The expansion of higher education in the UK has been accompanied by ongoing class related inequalities in expectations about, and access to, university. In the context of detailed research into middle-class and working-class experiences and difference, there have been calls for more detailed analysis of internal class diversity, and for complicating the class dichotomy. This is particularly important for understanding the experiences of prospective first generation students. Drawing on data from an Economic and Social Research Council (ESRC) funded study, this article offers a qualitative longitudinal analysis of young people's expectations about going to university, as these evolve over the teenage years, from 14 to 18. We analyse the experiences and expectations of young women with different parental class and educational backgrounds. We explore the interplay of parental expectations, school, teacher and friendship group influences through the teenagers' biographies. The qualitative longitudinal analysis offers valuable insights into how different influential processes intersect and play out for those with different backgrounds and circumstances, shaping expectations in divergent ways. As such it contributes to a more processual account of the structuring of social inequality in higher education expectations.

Trajectories of educational expectations from adolescence to young adulthood in Finland.

The purpose of this person-oriented, 5-wave longitudinal study was to examine the trajectories of educational expectations from adolescence to young adulthood in the context of the expectancy-value theory (Eccles et al., 1983). Altogether, 853 (48% female; M age = 16 years) Finnish adolescents reported their educational expectation, 1st in the last year of comprehensive school and 4 times during the following 5 years. Latent class analysis showed that 5 trajectories of educational expectations fit the data best: stable-university (38%), stable-vocational (18%), stable-polytechnic (24%), increasing-expectations (10%), and decreasing-expectations (10%). In line with the expectancy-value theory, adolescents' academic achievement, socioeconomic status (SES), perception of parents' aspirations for them, and ability-beliefs were all related to their trajectories of educational expectations. For example, the higher the adolescent's SES, perception of parents' educational aspirations, and grade point average (GPA), the more likely the participant was to be in the stable-university trajectory compared to the stable-vocational trajectory. Gender had an indirect effect on the trajectories via GPA. Moreover, participants with higher ability-beliefs were more likely to be in trajectories with high and stable educational expectations compared to the unstable trajectories. The trajectories were related to the participants' educational situation after comprehensive school.

The Changing Relationship Between Fertility Expectations and Educational Expectations

This article examines the relationship between young women’s fertility expectations and educational expectations in late adolescence and at the outset of adulthood. Given progressive macro-level changes in the United States beginning in the 1960s, we compare the expectation patterns of youth from two cohorts using data from the National Longitudinal Surveys. We find that the relationship between education and fertility expectations is statistically negligible for those born in the height of the baby boom (1950s) and yet statistically positive for those born at the tail end of the baby boom (1960s). The crux of the change, however, is not driven by an increase in those who pair high educational expectations with normative or above-norm fertility expectations but rather an increase in young women who pair modest educational ambitions with low fertility expectations.

Academic Libraries: in the Changing Scenario

The article discusses about the factors like technology, economics, higher education and changing user expectations that have influenced changes in academic library scenario. It throws light on major changing facets and how ICT helps to overcome the challenges. Shows growth related to ICT in Karnatak University library.

The Educational Expectations of Children of Immigrants in Italy

In this article, the authors investigate the short-run educational expectations and long-term educational aspirations of the children of immigrants living in Italy and attending eighth grade. The authors look at educational ambition, both as a predictor of educational choice and as a measure of social integration. They consider both secondary-school track and university goals. Data come from the ITAGEN2 survey (2005–2006). First, the authors analyze the relationship of short-run expectations and long-term aspirations to structural (e.g., migration status and country of origin) and social (e.g., family socioeconomic status and friendship ties) conditions. The latter seem to be determinants of both expectations and aspirations, but long-term educational aspirations are not associated with migration status. Second, the authors investigate the relevance of context in delineating educational attitudes. The authors performed a multilevel analysis including both individual- and school-level variables. Their results show that attending a school where most of the Italian pupils have high educational expectations may lead children of immigrants to enhance their own aspirations.

The Role of Educational Aspirations and Expectations in the Discontinuity of Low-income Status Between Generations.

The present study investigates one potential mechanism mediating continuity and discontinuity in low-income status across generations: children's educational aspirations and expectations. Data are drawn from a community sample of 808 students followed from age 10 into their 30s. Four subgroups of trajectories of children's educational expectations and aspirations were identified from ages 10 to 18: a "stable high" group, a "stable low" group, an "increaser" group, and a "decreaser" group. Among youths from low-income families, those in the stable high educational aspirations and expectations group and the increaser group were equally likely to graduate from high school. High school graduation was positively associated with level of total household income at age 30. Findings suggest that social work efforts that support the development of high educational aspirations and expectations in children may serve to reduce the intergenerational continuity of low-income status.

Dynamics of Acculturation, Enculturation, and Ethnic Identity: Influence of Psychocultural Constructs on Conscientiousness and Expectations of Higher Education Among Latinos

This study investigated the influence of psychocultural variables (e.g., acculturation, enculturation, ethnic identity) and personality characteristics in relation to educational expectations among 345 Latino middle school students in the U.S. Results from a path model indicate that 24.4 % of the variance of educational expectations was accounted for by all predictor variables included in the model. Age, acculturation, and conscientiousness had statistically significant direct effects on educational expectations. Findings also show that elements of ethnic identity and conscientiousness mediated the association from acculturation and enculturation to educational expectations. Implications of the findings for counselors are addressed.

Introduction: Reflecting on the Red Balloon Project

On a warm July afternoon in 2010, AASCU convened its Academic Affairs Summer Meeting in Chicago. The hotel ballroom had a festive look about it, with red balloons hanging from every imaginable place. At that conference, we used the red balloons to announce the launch of the Red Balloon Project, a national initiative focused on reimagining undergraduate education. The Red Balloon Project grew out of three critical challenges for AASCU institutions: declining state support, increasing expectations, and dramatic changes in technology. The year 2010 witnessed an acceleration of disinvestment in public higher education as states, struggling with the consequences of the largest financial crisis since the Great Depression, continued their precipitous withdrawal of financial support. Yet ironically, expectations for higher education were increasing dramatically. President Obama had set a goal that by 2020 America would once again have the highest proportion of college graduates in the world. At the same time, the Lumina Foundation had just announced its goal for 2025: 60% of Americans would have high-quality degrees or certificates. And caught between declining funding and increasing expectations, our institutions found themselves confronting revolutionary changes in technology that would forever alter the landscape of American higher education. Reflecting the kind of technological change seen in other industries, such as music publishing and photography, the technology innovations were starting to be seen as a challenge to every aspect of American higher education.

Alfabetismo e aspirações educacionais dos jovens brasileiros nas metrópoles

Este artigo apresenta os resultados de uma pesquisa sobre o alfabetismo de jovens de 15 a 24 anos, residentes em nove regiões metropolitanas brasileiras. Com base em teste cognitivo e questionário aplicados a 1.008 jovens, a investigação buscou apreender as habilidades de leitura, escrita e matemática desse segmento, bem como as relações dessas habilidades com práticas de letramento, experiências e expectativas educacionais dos jovens. Constata que, mesmo sem a percepção exata de suas deficiências em relação à leitura e à escrita – medidas pelo teste –, os jovens nutrem elevadas expectativas educacionais, que podem ser aproveitadas por políticas educacionais que integrem a formação básica com a profissional.

The Value of Family Routines for the Academic Success of Vulnerable Adolescents

This study examined associations between mother reports of family routines and adolescent academic success. The authors used prospective data from “Welfare, Children, and Families: A Three City Study” ( N = 1,147), a study of low-income urban youth and mothers. The vast majority of youth were African American (43%) or Latino (47%); youth were an average of 12-years-old at Time 1. Academic success was assessed by youth’s self-reported grades, self-reported educational expectations, and standardized achievement scores. Results from structural equation models indicated that Time 1 family routines were associated with better academic success at Time 2, which, in turn, was associated with higher academic achievement and educational expectations at Time 3. Routines were less strongly associated with higher educational expectations and achievement when mothers reported more destabilizing family life events. Moderating effects of family instability varied by youth gender and whether youth were in earlier versus later phases of adolescence.

Ambition Gone Awry: The Long‐Term Socioeconomic Consequences of Misaligned and Uncertain Ambitions in Adolescence

The objective of this study was to investigate whether misaligned or uncertain ambitions in adolescence influence the process of socioeconomic attainment. Using 34 years of longitudinal data from the British Cohort Study (BCS70), we considered whether youth with (1) misaligned ambitions (i.e., those who either over- or underestimate the level of education required for their desired occupation), (2) both low occupational aspirations and educational expectations (low-aligned ambitions), and (3) uncertainty with regard to their future occupations (uncertain ambitions) at age 16 experienced more unemployment spells, lower educational attainment, and lower hourly wages in adulthood compared to youth with high occupational aspirations and educational expectations (high-aligned ambitions). Youth who hold misaligned or uncertain aspirations show long-term deficits in employment stability and educational attainment, which in turn leads to lower wage attainments at age 34. Misaligned and uncertain ambitions in adolescence compromise the construction of life paths and the realization of long-term educational and occupational goals.

Who cares wins: owning the learning transition

PurposeHigher education is seeking ways to close the perceived gap between employer's expectations of graduates and the current preparation these graduates receive. Experiential learning programs offer students one such opportunity to develop professionally and acquire generic workplace skills. This transition however, from the classroom to the workplace, can be a challenging process for students, and is the focus of this paper.Design/methodology/approachThe paper discusses the importance of programs and their supervisors integrating “caring” into work placements. Several stages of the transition process are discussed before seven principles of a successful student transition are outlined.FindingsThis paper demonstrates how a beyond duty of care approach can be adopted in experiential learning programs through seven key principles.Practical implicationsIt is anticipated that prioritizing a transition that enlarges the notion of student “care” and adoption of the seven key principles will narrow the perceived gap between employers and higher education's expectations of graduates.Originality/valueWhile experiential learning programs involve three stakeholders, the literature has not yet recognised the importance of each of these roles in the students' progressional development in the workplace. This paper outlines these roles and identifies seven ways the approach can be incorportaed into the pratices of an expereintial learning program.

Traditional practice for non‐traditional students? Examining the role of pedagogy in higher education retention

The current agenda for widening participation (WP) promotes equal access to higher education (HE), yet it also implicitly requires institutions to develop support strategies to ensure a successful learning experience and good retention for different groups of students. The objective of this article is predominantly reflected in the latter goal and considers student retention, rather than recruitment. Specifically, it focuses on whether non‐traditional students’ experiences of teaching environments could potentially contribute to ‘drop‐out’, ultimately enhancing our understanding of what role pedagogy might play in WP retention strategies. Using a qualitative framework, the views of a group of non‐traditional students are presented, focusing specifically on their experience of teaching provision, and the extent to which it matched their expectations of HE. Consideration is then paid to the students’ views to garner an account of solutions they deem to be essential in tackling negative experiences and subsequent attrition. The present project should have wider appeal for those interested in understanding how student‐centred research can help deal with the challenges faced by WP students.

Future directions for assessing complex general education student learning outcomes

AbstractThis chapter examines how changes to faculty members' roles, changes to students' expectations for higher education, and increasing demand for accountability affect general education assessment practices. An agenda for future research on general education assessment is proposed.

Latino Access to Community Colleges and Hispanic-Serving Institutions: A National Study

This article examines the factors that affect Latinos’ enrollment in community colleges that are Hispanic-serving institutions (HSIs). Compared with community colleges that are not HSIs, HSI community colleges are serving students at greater risk for not completing college. Latinos who are enrolled in community college HSIs, compared with their counterparts not in HSIs, are more likely to be first-generation college-going, male, and older. They also have higher high school grade point averages and higher educational expectations.