Student Expectations Research Articles

Examining Roma Primary School Students' Expectations From School

Objective: The aim of this study is to reveal what the expectations of Roma primary school students residing in Doğanlar Neighborhood in Konya are from school. Theoretical Framework: The basis of this research is the expectations of Roma students from school. There are not many studies on Roma students in the literature. This research is important in terms of revealing the expectations of Roma students from school in Turkey and it is thought to contribute to the literature. Method: In accordance with the purpose and subject of this research, the case study design was preferred among the qualitative research designs. In this design, one or more situations are investigated in detail. Case study allows the researcher to examine the events in depth (Yıldırım and Şimşek, 2013). Results and Discussion: • Roma students look up to bad role models in their families and surroundings and have low expectations from school, Roma students are excluded by some of their friends and teachers at school, and they have expectations of being accepted and adopted, The low level of education of Roma families means that education and school do not mean anything to them, and for this reason, Roma primary school students' hopes for school are broken and their expectations from school are negatively affected. Girls are made to work in housework and are married off at an early age for various reasons, while boys are made to work to contribute to the family's budget and are married off at an early age, which negatively affects their school prospects. It has also been concluded that Roma people have concerns about employment, and that Roma students have no expectations from the future and have no expectations from school, considering the bad examples around them. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of [insert field of study]. These implications could encompass [list impacted areas or sectors]. Originality/Value: This study is completely original as it has not been done before. Examining the expectations of Roma students from school will contribute to the literature and the field of educational sciences.

Academic Entitlement and Expectations: Instructor Responses to Student Cell Phone Use in Class

ABSTRACT This study investigated how and why academic entitlement shifts the expectations of students about instructor responses to student cell phone use in class. Framed in variables from expectancy violation theory and communication competence, the experiment (N = 480) indicated that violation valence, violation importance, and violation expectedness were influenced by faculty responses (or lack of response) to off-task cell phone use. In addition, communication competence judgments were influenced by faculty responses to cell phone use. Academic entitlement was also negatively associated with violation importance and perceptions of faculty appropriateness. The most expected and appropriate response reported was faculty requesting that students put away their cell phones rather than assigning a point deduction or ignoring the off-task cell phone use.

Exploring undergraduate medical students and faculty perspectives on blended learning: a qualitative study in China

ObjectivesThis study aimed to explore the views and expectations of medical students and faculty members on blended learning following university-wide teaching reforms, focusing on its influence on self-directed learning (SDL)...

Digitally based clinically oriented anatomy: the future of teaching

University teaching is undergoing radical changes. Rising student numbers and the progressive digitalization of routine daily life are also leading to the testing of various new teaching and learning formats. This article provides an overview of the reasons for and approaches used to effectively and efficiently organize teaching of anatomy using digital learning methods and to fulfil the expectations of students.

Students' perceptions of agenda 2030 and its impact on higher education

The article presents a study conducted with 155 students from the Academic Unit of Accounting and Administration (UACyA) of the Autonomous University of Nayarit, exploring students' perceptions of the 2030 Agenda for Sustainable Development. A descriptive quantitative approach was employed, using a survey administered to students from different semesters and analyzing the data through descriptive statistics. The research aims to determine the level of knowledge, attitudes, and expectations of students regarding the 2030 Agenda. While most students understand the importance of the 2030 Agenda and its impact on the future, there is a gap between their perception and the actual integration of the SDGs into their study plans. The lack of a consistent focus on the SDGs hinders students' preparedness to contribute practically to sustainable development. Greater integration of the SDGs into university research is required, promoting collaboration between the UACyA, governments, and international organizations to holistically address global challenges. To ensure that future generations are equipped to contribute to a sustainable future, the UACyA must adopt a proactive approach, including the SDGs in study plans, promoting research and experiential learning, and raising awareness about the 2030 Agenda. This study suggests the need to implement strategies that promote the understanding and application of the 2030 Agenda in higher education.

Development of “Teachers’ Attitude Scale Towards Students” (Validity and Reliability Analysis)

Attitudes play an important role in the formation of behaviours. Attitude is defined as an emotional reaction to an object, person or behaviour. People's attitudes towards objects or situations can be positive or negative. Teachers' attitudes and beliefs about students' learning abilities affect achievement. When teachers have high expectations of students and are willing to take personal responsibility for them, students participate more effectively in the learning process and consequently learn more permanently. This research aims to develop a scale by performing validity and reliability analyses of the "Teachers' Attitudes Towards Students Scale"(TATSS). In this study, which aims to develop a scale to determine teachers' attitudes towards students, the survey model, one of the quantitative research models, was used. The scale consists of a total of 19 items and two subscales. Scale items covering teachers' attitudes towards students, factor I: Effort for Students; II. Factor: It consists of the Dimension of Being Appreciated by Students. As a result of the reliability analysis, the " TATSS " was accepted to be a reliable tool (α = 0.912).

Identification and Prioritization of Factors Influencing Students' Satisfaction with University Services Using the Kano Model

In the contemporary landscape, organizations in both the private and public sectors face an increasing imperative to evaluate customer perspectives regarding their service provision and assess the extent to which these services meet expectations. These entities recognize the significant challenges that arise from insufficient information about customer expectations and feedback on delivered services. Based on findings from various studies that have identified multiple disparate factors affecting student satisfaction, the recognition of these factors can play a crucial role in fostering student growth and success, which in turn contributes to the advancement of higher education institutions. The primary objective of this study was to identify the factors influencing student satisfaction with academic services provided at Jami University and to prioritize these factors based on their relative importance. The results of this research are anticipated to benefit university administrators (by identifying the institution's strengths and weaknesses) and, by extension, the student body. This research employs the Kano model and utilizes SPSS software to identify and prioritize factors affecting student satisfaction with services offered by Jami University during the academic year 1402 (2023/24). This study aims to ascertain whether the university's services align with student expectations and measure the magnitude and direction of the gap between student expectations and university services. The identified factors were categorized into five dimensions (basic, performance, motivational, neutral, and reverse). The results indicate that basic, performance, and motivational requirements have the greatest impact on student satisfaction. Accordingly, this study seeks to address each of these dimensions individually through library-based and field research approaches, providing a comprehensive analysis.

Possibilities of Using Integrated Intelligence in Managing Educational Processes in Higher Education Institutions

Abstract. Problem. In light of modern innovations in the field of higher education, the task of creating a model of a system for supporting educational processes is one of the urgent tasks of digitalization of education, and is considered not only as a task of developing the practice of strategic management in universities, but also as a system for supporting decision-making to regulate the experience and expectations of students. At the same time, there are many promising technologies based on the use of integrated intelligence to improve the teaching and learning process and ensure quality education. However, it has not yet been clearly defined which specific tasks for organizing the learning process can be effectively delegated to models endowed with artificial intelligence. Goal. The goal is to justify the delegation of the performance of individual components of the work of university departments to an artificial intelligence system. Methodology. Methods of analysis, synthesis and decomposition were used to identify the constituent components of the university division's work. The method of graphical modeling was used to construct the structural and functional diagram of the university division. When formalizing the work of the university department as a complex system, quantitative and qualitative evaluation methods were used. Results.The conducted analysis of the department's work determines the directions of formalization of the department's work processes with the aim of intellectualization of work processes based on integrated intelligent systems. The concept of creating a support system for the department's educational processes based on integrated intelligence is proposed to optimize the department's work and improve the quality of education. Originality. A system of support of educational processes (SSEP) based on integrated intelligence is proposed. The basis of the SSEP of the university should be the SSEP of the department as the main division of the university. This system should have multifunctionality and be, on the one hand, a tool for organizing and managing the department for the head of the department, and on the other hand, a means for implementing functional responsibilities for scientific and pedagogical workers. For students and postgraduates, the SSEP should allow achieving educational and scientific goals. In addition, the SSEP of the department should have the ability to store innovative solutions proposed at the department, control the success of the functions of scientific and pedagogical workers, as well as communication with the highest SSEP of the university. Practical value. The implementation of a system to support the educational processes of the department based on integrated intelligence will optimize the work of all department employees and create a basis for improving the quality of higher education.

An experimental chimeric hepatitis E virus vaccine elicits both local and systemic immune responses.

The development of a hepatitis E virus (HEV) vaccine is critical, with ORF2 capsid protein as the main target. We previously demonstrated that oral coadministration of recombinant ORF2 with immunomodulatory bacterium-like-particles (IBLP) induces a specific immune response in mice, particularly using IBLP derived from Lacticaseibacillus rhamnosus IBL027 (IBLP027), which was effective in eliciting a local humoral response. IBLP are non-live bacteria with adjuvant and carrier properties, serving as a platform for exposing proteins or antigens fused to LysM (lysine motif) domains, protein modules that bind to cell wall polysaccharides like peptidoglycan. We cloned the most immunogenic domain of ORF2 (O2P2) fused to five LysM domains (LysM5O2P2) and displayed this chimeric protein on the surface of IBLP027 to create a prototype vaccine (IBLP027-LysM5O2P2). We evaluated its capacity to induce an immune response in vivo by immunizing mice with three doses of either the experimental vaccine or the chimeric protein alone, using an oral or a combined schedule with subcutaneous priming followed by oral boosting. Control groups received IBLP027. Sera and small intestine fluid were analyzed for humoral response, while Peyer's patches and spleen immune cells were used for ex vivo stimulation with capsid protein to assess cellular response. The oral scheme failed to elicit an IgG response, but this was overcome by a subcutaneous priming dose followed by oral boosters, which led to increasing IgG titers in the combined scheme. The highest IgG titers were seen in the vaccine prototype group. Most groups produced significantly higher IgA levels in intestinal fluid, especially in those that received the oral scheme. Cellular response studies showed increased tumor necrosis factor (TNF)-α, interferon (IFN)-γ interleukin (IL)-4, and IL-17 levels in groups receiving the chimeric protein via oral or combined schedules. Further and continuous research is needed to better understand both the needs and expectations of students and supervisors in different academic realities, including in Veterinary Medicine schools, from which the information available on the subject is scarce.

Beyond one‐size‐fits‐all: Reimagining well‐being programmes in medical education through student expectations and agency

Beyond one‐size‐fits‐all: Reimagining well‐being programmes in medical education through student expectations and agency

Predatory competition, student expectations, unclear purpose: University leaders’ perceptions of the ‘neoliberal future’ of higher education in Brazil

AbstractThis study examines the role of predatory competition, student expectations and unclear institutional purposes in shaping the main management challenges present in Brazilian universities. The study explores the experiences, perceptions and recommendations of 42 rectors and academic directors working in Brazilian universities regarding the future of higher education in the country. In‐depth interviews with these university leaders generated 482 pages of transcripts, analysed inductively and based on the content analysis technique. The data analysis indicates that managers, especially those who work in more recent private universities and do not belong to the large educational groups that dominate higher education in Brazil, will possibly face the greatest management challenges. The study results indicate the complex academic environment of Brazilian higher education institutions, dominated by harmful neoliberal principles, and characterised by low collaboration between higher education institutions, price wars, difficulty in differentiation, neglect of student expectations, conflicting interests, questioned legitimacy and institutional instability. The study offers recommendations for Brazilian universities to orient themselves towards the ‘neoliberal future’, especially by adopting a strategy to expand their educational services based on constant dialogue with the market, developing modern service management that focuses on people and improves the experience of its students, and defining a clear institutional purpose aligned with the demands of society and more deeply with the principles of sustainability and social responsibility.

Health information management students' work-integrated learning (professional practice placements): Where do they go and what do they do?

Background: Work-integrated learning (WIL) is integral to most health disciplines' profession-qualifying degree programs. Objectives: To analyse the categories, locales and foci of final-year (capstone), health information management professional practice (WIL) placements, 2012-2021, at La Trobe University, Australia. Method: A documentary analysis of 614 placement agency proposals, 2012-2021, interrogated multiple characteristics: agency type, placement (sub-) category (WIL model), project type, agency-required student capabilities, intended learning outcomes. Results: Public hospitals offered 50% of all placements. Medical research/health or disease screening/clinical registries offered 17.8%, incorporating 86.7% of "research-based" placements. Government department offerings were consistently stable; private hospital, primary care and community healthcare offerings declined. The majority (64.8%) of offerings were "project-based," followed by "internship" (28.7%: Health Information Service (14%) and "other" (14.7%)), research-based (4.9%) and other (1.6%). Ninety-nine (16.1%) proposals specified additional, pre-placement skills and capabilities: technical (information technologies, software applications; 58.6% of 99 proposals); working independently (49.5%); communications (written, verbal; 45.5%); targeted interest (38.4%) in "informatics and data quality," "quality and safety," "software development," "coding"; organisational and/or time management skills (29.9%); teamwork skills (20.2%); data analysis skills (18.2%); enthusiasm and/or self-motivation (15.2%). Conclusion: The project-based model for the capstone placement is ideal for preparing health information management students for complex, graduate professional work. Agencies' pre-placement expectations of students (knowledge, technical skills, soft skills) are consistent with findings from the WIL literature and align with course curricula and Australia's Health Information Manager (HIM) Profession-entry Competency Standards. Implications: The findings will strengthen the health information management profession's knowledge base of WIL and inform educators, students and agency supervisors.

Balancing quality and well-being: a study on the impact of quality assurance measures on burnout among EFL teachers in Vietnam

IntroductionThis qualitative study investigates the impact of quality assurance (QA) measures on the well-being and professional satisfaction of English as a Foreign Language (EFL) teachers in Vietnam, focusing on the manifestations of burnout as a direct consequence of these pressures.MethodsEmploying a phenomenological approach, semi- structured interviews were conducted with 10 Vietnamese EFL teachers from two educational institutions, exploring their experiences with QA initiatives. Thematic analysis revealed a dual burden: the intensified administrative responsibilities and heightened student expectations associated with QA processes contribute significantly to stress and burnout among teachers.Results/FindingsKey findings include the emotional exhaustion, depersonalization, and reduced personal accomplishment experienced by participants, alongside physical symptoms and mental health challenges. Teachers reported employing various coping strategies to navigate the pressures of their professional environment, highlighting their quest for professional fulfillment amidst these challenges.DiscussionThe study underscores the need for a balanced approach to QA that considers teacher well-being, advocating for policies that alleviate administrative burdens, promote work-life balance, and support professional development. Additionally, it calls for institutional prioritization of mental health resources and collaborative environments to mitigate the adverse effects of QA on teachers. The findings contribute to the discourse on QA in higher education, emphasizing the importance of supporting EFL teachers’ well-being for sustainable educational excellence.

Teaching and Learning Science as a Tool for Human Sustenance: The Non-Science Community’s Expectations for School Science

The world, through the UN and its agencies, is looking for ways to sustain the environment that we live in via the SDGs. The importance of school science in achieving the SDGs cannot be overstressed. The literature abounds on the need for school science to relate to the interests and expectations of students and the importance of teachers and scientists of school science in finding solutions to sustaining our world. However, little is known about the interests and expectations of other members of our society. Consequently, we studied the expectations of members of the non-science community whose children are learning science in schools and colleges. Using a phenomenological approach, we employed interview schedules to study 15 participants, comprising 5 women and 10 men, on what they thought about science and scientists and their expectations regarding learning science in school in the 21st century, saddled with global pandemics, global warming, flooding, and other natural disasters. The thinking and expectations of the participants were analysed using a thematic analysis with constant comparison procedures to arrive at five views and expectations of school science by the non-science community. Although the participants were grateful to the science community for rising to the challenge of COVID-19, they expected school science teachers to use innovative approaches to prepare their students for future challenges, as the world lost many human lives to the COVID-19 pandemic. These findings will inform science curriculum planners about the content and pedagogies to recommend for schools and colleges.

Biased teacher expectations of students with migration backgrounds: Analysis with nationality stereotype clusters

AbstractStudent migration backgrounds and socioeconomic status can bias teacher expectations. Such expectations can lead to discrimination as they are the basis for unfair teacher assessment and exclusion from learning opportunities. To identify students at risk of experiencing low biased expectations, researchers used a grouping of nationalities based on the stereotype content dimensions of competence and warmth. The migration backgrounds of 1036 students in grades 4–6 in Switzerland were grouped into four clusters (i.e., 1 = competent, warm; 2 = medium competent, cold; 3 = incompetent, cold; 4 = incompetent, warm). Students without migration backgrounds served as reference group. Blockwise multilevel regression analyses showed that teacher expectations for student mathematical achievement were lower for students in cluster 2 compared to the reference group of students without migration backgrounds after controlling for mathematics achievement, the highest value of the parents’ occupations (HISEI), and home language. Similar results were found for teacher expectations in German. Stepwise logistic multilevel regression analyses indicated that students with migration backgrounds from cluster 2 were significantly more likely expected by teachers to enter a school track with basic demands than students without migration backgrounds after controlling for achievement in mathematics and German, HISEI, and home language. Thus, some students with migration backgrounds are particularly at risk of being discriminated against by teachers. These findings must be discussed in teacher education and used to develop preventive strategies, considering the negative influence of biased low teacher expectations on students’ educational careers and, therefore, their participation in society.

The Impact of Norm- and Criterion-Referenced Grading Systems on Students’ Course-Related Expectations

The present study examined how information about different grading systems affects students’ course expectations, particularly in ways that may have downstream consequences for learning and other academic outcomes. In an online experiment using a preregistered design, we prompted two samples of current and recent college students (N = 547) with a hypothetical course that adopted either a norm- or criterion-referenced grading system, two common grading policies in higher education. We then examined students’ expectations for their own course-related goals, perceptions, and behaviors. We found that, compared to criterion-referenced grading, norm-referenced grading led participants to expect higher performance-goal orientation, lower mastery-goal orientation, lower course self-efficacy, and fewer help-related behaviors. Norm-referenced grading also increased perceptions that the instructor believes intelligence to be nonuniversal and fixed (i.e., not malleable). Some effects of grading system were stronger for students from non-minoritized backgrounds and lacking prior experience with the assigned grading system. Although participants reported experiencing criterion-referenced grading more often in college, both grading policies were commonly experienced by participants. Our findings suggest that norm-referenced grading policies negatively impact student expectations. More broadly, these findings highlight the importance of grading policies in shaping students' course-related expectations.

Analyzing the SERVQUAL Method for Senior High School Education's Gaps and Factors

The research's aim is to assess the services offered by Greek public secondary education schools, with the intention of identifying any discrepancies between students' expectations and their perceptions of the final services provided. The gaps discovered indicate that the school's educational services are not meeting student expectations in the five quality dimensions of the SERVQUAL model. To be specific, the average expectations are 4.44, perceptions are 3.11, and gaps are -1.33. The schools examined had a greater discrepancy in the dimensions measuring safety and emotional understanding, which was observed. The fact that the 5 factors are correlated with each other indicates the model's reliability. However, in relation to the independent variables of gender, age, and class, there appears to be a positive correlation across all factors, which is very weak and not statistically significant. In contrast, a low negative correlation appears to be present between only the demographics being considered. Therefore, demographic characteristics do not affect the quality of education in secondary schools. Our findings benefit decision-makers by assisting them in taking corrective actions necessary to enhance the quality of services provided by schools as part of a continuous improvement process in order to achieve a higher level of excellence.

The future of translation industry: student expectations and real life

Problem Statement. The advent of neural network-based machine translation systems and large language models has brought significant changes to the translation services market, impacting employment and prompting concerns among students and prospective linguists about the future of the translation profession. This study aims to identify mismatches between the expectations of linguistics students and the real-life market situation to promote more realistic attitudes in students, and increase their motivation.Materials and Methods. In 2024, a survey was conducted among 122 Linguistics majors from four Russian universities. The sample was representative, with a reliability level of 66.7 %. The survey included questions regarding preferred types of translation types in demand, and the outlook for the profession, facilitating a comparative analysis with the current situation on the translation services market.Results and Discussion. While students have a reasonable understanding of market demand for various types of translation, their preferences do not align with the most in-demand industries. Notably, there is a low level of interest in scientific, technical, medical, and legal translation, despite these fields being highly sought after. Moreover, many students hold a pessimistic view of the profession's future, fearing that translators will be replaced by machine translation systems.Conclusions. Despite their awareness of market realities, students are reluctant to focus on the most in-demand types of translation. This reluctance is attributed to a lack of knowledge in the exact sciences and a distorted perception of the profession, influenced by popular culture. The study recommends strengthening career guidance efforts and modernizing educational programs to better align with market needs, as well as emphasizing the continued importance of professional translators in the context of technological advancements

A Digital Simulation Game for Resource Management in Construction Projects

The construction industry is on the verge of a digital transformation. Consequently, the gap widens between industry demands and fresh graduate capabilities. Therefore, there is a pressing need for a paradigm shift in the teaching approach for construction management education. To meet both industry demands and student expectations, Game-Based Learning (GBL) can substantially enhance both technical and transferable skills for digital-native students who struggle with traditional teaching methods. Although the body of knowledge recognizes GBL in general, their utilization remains limited in construction management. Moreover, there is little discussion on the design process of educational games. To address these gaps, this study adopted a unique approach to educational game design by developing a time-management strategy game about resource management in construction projects with unpredictable events. This paper presents the game design process and evaluation results of a single-player digital game called ‘Always Under Stress’ developed using the Godot game engine. The goal of the game is to introduce resource management in construction projects and its associated challenges. The design and development steps, game engine, and workflow are discussed in-depth in relation to the learning objectives. In addition, this study explains how elements of randomness in educational game design can be used to challenge students’ planning and adaptability skills. Various stakeholders (n = 31), comprising of students, professors, and industry professionals, were invited to evaluate the game across six dimensions of educational game design. Results revealed positive reception towards the developed prototype regarding educational value and critical comments regarding user experience and onboarding for beginners. The findings of this study provide invaluable guidelines, considerations and lessons learned for prospective educational game designers and researchers.

A Survey of Students' Opinions About the Curriculum and Their Satisfaction With the Atmosphere of the University and the Learning Process As A Whole

Objective: The purpose of this study is to offer an instrument to investigate students' opinions about the curricula and their level of satisfaction with the atmosphere of the university and the learning process as a whole. The purpose of creating this instrument is to provide one of the principles of the European Quality Assurance Standards and Guidelines for Higher Education (ESG) 2015. This is the principle of considering the needs as well as the expectations of students in quality assurance in higher education. Theoretical Framework: To develop the tool suggested here, an extensive review of the research in the field was conducted, part of which is presented in this paper. Method: To investigate the reliability of the instrument, a survey was conducted among a representative sample including a total of 160 undergraduate and graduate students studying social sciences in the period 2020-2024 at Technical University-Varna, Bulgaria. Results and Discussion: The results demonstrate the reliability of using research-based student needs and expectations in determining student satisfaction with the university as a unit. The results also demonstrate the reliability in using the findings from the application of the questionnaire in understanding the extent to which a higher education institution, faculty or specialty, has succeeded in accounting for students' needs and expectations in providing the quality of higher educationе. Value: This research highlights the importance of the needs and the expectations of the students in ensuring the quality of higher education. Its contribution lies in providing a tool for their reporting.