The Study of Expectations at the University: Analysis of Empirical Works and Future Lines of Investigation
Keywords:
Higher education, college student.Abstract
The study of expectations in education has changed in recent years. The new theoretical framework is strongly influenced by research in the field of business, and has attracted increased interest in university expectations as a variable to consider for improving academic quality and student satisfaction. The increase in studies to find out what is expected and what students want from the university, causes the need to analyze the different lines of research pursued in this regard as well as the most significant findings; so as to, starting from here, extract the conclusions that would help develop and move ahead in the study of university students’ expectations. The objective of this work is to make this analysis and provide conclusions that would help establish new lines of research on this topic of study.Downloads
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References
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Bouilding, W., Kalra, A., Stelin, R. y Zeithaml, V.A. (1993). A dynamic process model of service quality: from expectations to behavioural intentions. Journal of Marketing Research, 30, 7-27.
Brophy, J. E. (1983). Research on the self-fulfilling prophecy and the teacher expectations. Journal of Educational Psychology, 46, 631-661
Burón, J. (1995). Motivación y aprendizaje (2ª ed.). Bilbao: Mensajero.
Chonko, L. B., Tanner, J. F. y Davis, R. (2002). What are they thinking? Students’ expectations and self-assessments. Journal of Education for Business, 77 (5), 271-281.
Darlaston-Jones, D., Pike, L., Cohen, L., Young, A., Haunold, S. y Drew, N. (2003). Are they being served? Students’ expectations of higher education. Issues in Educational Research, 13 (1), 31-52. Consultado el 20 febrero de 2004 en: http://education.curtin.edu.au/iier/iier13/darlaston-jones.html
De la Fuente, J., Justicia, F., Sander P., Cano, F., Martínez, J. M. y Pichardo, M. C. (2004, abril). Evaluación de la percepción del proceso de enseñanza-aprendizaje en los alumnos universitarios. Trabajo presentado en el VII Congreso Europeo de Evaluación Psicológica, Málaga, España.
De la Fuente, J., Nievas, F. y Rius, N. (2002). Cuestionario sobre las expectativas de enseñanza de los estudiantes universitarios. Manuscrito no publicado. Universidad de Almería, España.
De la Fuente, J., Sander, P., Justicia, F., Cano, F., Martínez, J. M. y Pichardo, M. C. (2004, marzo-abril). Estudio de los procesos de enseñanza-aprendizaje en el marco del Espacio Europeo de Educación Superior (EEES). Trabajo presentado en el VII Congreso Internacional de Psicología y Educación, Almería, España.
Fernández Rodríguez, E. (2001). ¿Cuál es el papel del alumno dentro del proceso de enseñanza-aprendizaje en la universidad? Revista de Educación, 325, 201-217.
Harrop, A. y Douglas, A. (1996). Do staff and students see eye to eye? New Academic, 5, 8-9.
Hativa, N. y Birenbaum, M. (2000). Who prefers what? Disciplinary differences in students´ preferred approaches to teaching and learning styles. Research in Higher Education, 41 (2), 209-235.
Hill, F. M. (1995). Managing service quality in higher education: the role of the consumer as primary consumer. Quality Assurance in Higher Education, 3 (3), 10-21.
Juanas, A. y Rodríguez, E. (2004, marzo-abril). Expectativas de alumnos de bachillerato entorno al profesor universitario. Trabajo presentado en el VII Congreso Internacional de Psicología y Educación, Almería, España.
Justicia, F. (1996). El profesor: los procesos de pensamiento. En A. Barca, J.A. González Pienda, R. González Canabach y J. Escoriza (Eds.), Psicología de la instrucción: componentes contextuales y relaciones del aprendizaje escolar (vol. 3, pp. 77-99). Barcelona: EUB.
Keogh, K. M. y Stevenson, K. (2001, abril). Student expectations of tutor support: An expectations led quality assurance model. Trabajo presentado en el Congreso ICDE, Dusseldorf.
Licata, J. W. y Maxham, J. G. (1999). Student expectations of the university experience: Levels and antecedent for pre-entry freshmen. Journal of Marketing for Higher Education, 9 (1), 69-91.
Marín, M. y Teruel, P. (2004, marzo-abril). La imagen del profesor universitario: un estudio comparativo a partir de la percepción social de sus alumnos. Trabajo presentado en el VII Congreso Internacional de Psicología y Educación, Almería, España.
McDowell, E. E. y McDowell, C. E. (1986, mayo). A study of high school students' expectations of the teaching style of male, female, English and Science instructors. Trabajo presentado en Annual Meeting of the International Communication Association. Chicago.
Miles, W. M. y Gonsalves, S. (2003). What you don’t know can hurt you: students’ perceptions of professors’ annoying teaching habits. College Student Journal, 37 (3), 447-455.
Narasimhan, K. (1997). Improving teaching and learning: Perceptions minus expectations gap analysis approach. Training for Quality, 5 (3), 121-125.
Parasuraman, A., Zeithaml, V.A. y Berry, L. (1988). SERVQUAL: a multiple item scale for measuring consumer perceptions of service quality. Journal of Retailing, 64, 12-40.
Prakash, V. (1984). Validity and reliability of confirmation of expectations paradigm. Journal of the Academic of Marketing Science, 12, 63-76.
Riddings, S., Sidhu, R. y Pokarier, C. (2000, julio). Working effectively with international students. Trabajo presentado en el 4th Pacific Rim First Year in Higher Education Conference, Brisbane, Australia.
Rosentahl, R. y Rubin, D.B. (1978). Interpersonal expectancy effects: the first 345 studies. The Behavioural and Brain Sciences, 3, 377-415.
Sander, P., Stevenson, K., King, M. y Coates, D. (2000). University Students’ Expectations of Teaching. Studies in Higher Education, 25 (3), 309-323.
Shank, M., Walker, M. y Hayes, T. J. (1993). University service expectations: a marketing orientation applied to higher education. En E. Adler y T. Hayes (Eds.), The Symposium for the Marketing of Higher Education (vol. 4, pp. 100-111). Chicago: AMA.
Shank, M., Walker, M. y Hayes, T. J. (1995). Understanding professional service expectations: do we know what our students expect in a quality education? Journal of Professional Services Marketing, 13, 71-89.
Smith, S., Medendorp, C. L., Ranck, S., Morison, K. y Kopfman, J. (1994). The prototypical features of the ideal professor from the female and male undergraduate perspective: the role of verbal and nonverbal communication. Journal on Excellence in College Teaching, 5, 5-22.
Stevenson, K. y Sander, P. (1998). How do Open University students expect to be taught at tutorials? Open Learning, 13 (2), 42-46.
Stevenson, K. y Sander, P. y Naylor, P. (1997). ELPO: A model that uses student feedback to develop effective open tutoring. Open Learning, 12 (2), 54-59.
Villa, A. (1985). Un modelo de profesor ideal. Madrid: Ministerio de Educación y Ciencia.
Yanhong, R. y Kaye, M. (1999). Measuring service quality in the context of teaching: a study on the longitudinal nature of students’ expectations and perceptions. Innovations in Education and Training International, 36 (2), 145-154.
Zeithaml, V., Parasuraman, V. y Berry, L. (1990). Delivering quality service: Balancing customer perceptions and expectations. Nueva York: Free Press.
Zeithaml, V., Parasuraman, V. y Berry, L. (1993). The nature and determinants of customer expectations of service. Journal of the Academy of Marketing Science, 12 (1), 1-12.
Bouilding, W., Kalra, A., Stelin, R. y Zeithaml, V.A. (1993). A dynamic process model of service quality: from expectations to behavioural intentions. Journal of Marketing Research, 30, 7-27.
Brophy, J. E. (1983). Research on the self-fulfilling prophecy and the teacher expectations. Journal of Educational Psychology, 46, 631-661
Burón, J. (1995). Motivación y aprendizaje (2ª ed.). Bilbao: Mensajero.
Chonko, L. B., Tanner, J. F. y Davis, R. (2002). What are they thinking? Students’ expectations and self-assessments. Journal of Education for Business, 77 (5), 271-281.
Darlaston-Jones, D., Pike, L., Cohen, L., Young, A., Haunold, S. y Drew, N. (2003). Are they being served? Students’ expectations of higher education. Issues in Educational Research, 13 (1), 31-52. Consultado el 20 febrero de 2004 en: http://education.curtin.edu.au/iier/iier13/darlaston-jones.html
De la Fuente, J., Justicia, F., Sander P., Cano, F., Martínez, J. M. y Pichardo, M. C. (2004, abril). Evaluación de la percepción del proceso de enseñanza-aprendizaje en los alumnos universitarios. Trabajo presentado en el VII Congreso Europeo de Evaluación Psicológica, Málaga, España.
De la Fuente, J., Nievas, F. y Rius, N. (2002). Cuestionario sobre las expectativas de enseñanza de los estudiantes universitarios. Manuscrito no publicado. Universidad de Almería, España.
De la Fuente, J., Sander, P., Justicia, F., Cano, F., Martínez, J. M. y Pichardo, M. C. (2004, marzo-abril). Estudio de los procesos de enseñanza-aprendizaje en el marco del Espacio Europeo de Educación Superior (EEES). Trabajo presentado en el VII Congreso Internacional de Psicología y Educación, Almería, España.
Fernández Rodríguez, E. (2001). ¿Cuál es el papel del alumno dentro del proceso de enseñanza-aprendizaje en la universidad? Revista de Educación, 325, 201-217.
Harrop, A. y Douglas, A. (1996). Do staff and students see eye to eye? New Academic, 5, 8-9.
Hativa, N. y Birenbaum, M. (2000). Who prefers what? Disciplinary differences in students´ preferred approaches to teaching and learning styles. Research in Higher Education, 41 (2), 209-235.
Hill, F. M. (1995). Managing service quality in higher education: the role of the consumer as primary consumer. Quality Assurance in Higher Education, 3 (3), 10-21.
Juanas, A. y Rodríguez, E. (2004, marzo-abril). Expectativas de alumnos de bachillerato entorno al profesor universitario. Trabajo presentado en el VII Congreso Internacional de Psicología y Educación, Almería, España.
Justicia, F. (1996). El profesor: los procesos de pensamiento. En A. Barca, J.A. González Pienda, R. González Canabach y J. Escoriza (Eds.), Psicología de la instrucción: componentes contextuales y relaciones del aprendizaje escolar (vol. 3, pp. 77-99). Barcelona: EUB.
Keogh, K. M. y Stevenson, K. (2001, abril). Student expectations of tutor support: An expectations led quality assurance model. Trabajo presentado en el Congreso ICDE, Dusseldorf.
Licata, J. W. y Maxham, J. G. (1999). Student expectations of the university experience: Levels and antecedent for pre-entry freshmen. Journal of Marketing for Higher Education, 9 (1), 69-91.
Marín, M. y Teruel, P. (2004, marzo-abril). La imagen del profesor universitario: un estudio comparativo a partir de la percepción social de sus alumnos. Trabajo presentado en el VII Congreso Internacional de Psicología y Educación, Almería, España.
McDowell, E. E. y McDowell, C. E. (1986, mayo). A study of high school students' expectations of the teaching style of male, female, English and Science instructors. Trabajo presentado en Annual Meeting of the International Communication Association. Chicago.
Miles, W. M. y Gonsalves, S. (2003). What you don’t know can hurt you: students’ perceptions of professors’ annoying teaching habits. College Student Journal, 37 (3), 447-455.
Narasimhan, K. (1997). Improving teaching and learning: Perceptions minus expectations gap analysis approach. Training for Quality, 5 (3), 121-125.
Parasuraman, A., Zeithaml, V.A. y Berry, L. (1988). SERVQUAL: a multiple item scale for measuring consumer perceptions of service quality. Journal of Retailing, 64, 12-40.
Prakash, V. (1984). Validity and reliability of confirmation of expectations paradigm. Journal of the Academic of Marketing Science, 12, 63-76.
Riddings, S., Sidhu, R. y Pokarier, C. (2000, julio). Working effectively with international students. Trabajo presentado en el 4th Pacific Rim First Year in Higher Education Conference, Brisbane, Australia.
Rosentahl, R. y Rubin, D.B. (1978). Interpersonal expectancy effects: the first 345 studies. The Behavioural and Brain Sciences, 3, 377-415.
Sander, P., Stevenson, K., King, M. y Coates, D. (2000). University Students’ Expectations of Teaching. Studies in Higher Education, 25 (3), 309-323.
Shank, M., Walker, M. y Hayes, T. J. (1993). University service expectations: a marketing orientation applied to higher education. En E. Adler y T. Hayes (Eds.), The Symposium for the Marketing of Higher Education (vol. 4, pp. 100-111). Chicago: AMA.
Shank, M., Walker, M. y Hayes, T. J. (1995). Understanding professional service expectations: do we know what our students expect in a quality education? Journal of Professional Services Marketing, 13, 71-89.
Smith, S., Medendorp, C. L., Ranck, S., Morison, K. y Kopfman, J. (1994). The prototypical features of the ideal professor from the female and male undergraduate perspective: the role of verbal and nonverbal communication. Journal on Excellence in College Teaching, 5, 5-22.
Stevenson, K. y Sander, P. (1998). How do Open University students expect to be taught at tutorials? Open Learning, 13 (2), 42-46.
Stevenson, K. y Sander, P. y Naylor, P. (1997). ELPO: A model that uses student feedback to develop effective open tutoring. Open Learning, 12 (2), 54-59.
Villa, A. (1985). Un modelo de profesor ideal. Madrid: Ministerio de Educación y Ciencia.
Yanhong, R. y Kaye, M. (1999). Measuring service quality in the context of teaching: a study on the longitudinal nature of students’ expectations and perceptions. Innovations in Education and Training International, 36 (2), 145-154.
Zeithaml, V., Parasuraman, V. y Berry, L. (1990). Delivering quality service: Balancing customer perceptions and expectations. Nueva York: Free Press.
Zeithaml, V., Parasuraman, V. y Berry, L. (1993). The nature and determinants of customer expectations of service. Journal of the Academy of Marketing Science, 12 (1), 1-12.
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Published
2007-05-01
