In-depth profiles of the expectations of undergraduate students commencing university: a Q methodological analysis

Article

Balloo, Kieran. 2018. "In-depth profiles of the expectations of undergraduate students commencing university: a Q methodological analysis." Studies in Higher Education. 43 (12), pp. 2251-2262. https://doi.org/10.1080/03075079.2017.1320373
Article Title

In-depth profiles of the expectations of undergraduate students commencing university: a Q methodological analysis

ERA Journal ID19331
Article CategoryArticle
Authors
AuthorBalloo, Kieran
Journal TitleStudies in Higher Education
Journal Citation43 (12), pp. 2251-2262
Number of Pages12
Year2018
PublisherTaylor & Francis
Place of PublicationUnited Kingdom
ISSN0307-5079
1470-174X
Digital Object Identifier (DOI)https://doi.org/10.1080/03075079.2017.1320373
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/03075079.2017.1320373
Abstract

Research shows that undergraduate students have many expectations of their university as they commence studying. The current study utilised Q methodology to gain an in-depth understanding of these expectations by examining shared viewpoints between groups of students. First-year undergraduate psychology students ranked statements in their induction week on expectations of university regarding teaching and assessment approaches, lecturer behaviour, organisational and resources support and issues relating to student autonomy. Factor analysis of these ranks revealed three profiles of expectations that were labelled and interpreted holistically in qualitative detail: Expecting to put in the hard work and be supported by tutors, Expecting a different experience to high school and Expecting to strike a balance between university and everyday life. These profiles demonstrate that students’ expectations should not be discussed in homogeneous terms. Recommendations are made for educators in terms of understanding discrepancies between expectations and the service which will be provided.

KeywordsExpectations of university; feedback; Q methodology; teaching quality; transition
ANZSRC Field of Research 2020390303. Higher education
Byline AffiliationsUniversity of Roehampton, United Kingdom
Institution of OriginUniversity of Southern Queensland
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