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Information Journal Paper

Title

Validation of the Components of Doctoral Students' Expectation from Higher Education

Pages

  21-49

Abstract

 Introduction Due to the importance and the role of higher education in the world, different countries have made attempts to keep their higher education dynamic and provide constant evaluation of its main components. As one of the components of higher education, students have been attracted to this system with their various expectations. The increased population of students as well as the rise in the number and variety of higher education institutions have led to higher expectations of higher education (Brinkworth et al, 2009). After their admission to university, as a result of their interaction with other participants there (e. g. students, professors, staff), students might find their expectations and goals challenged and might revise some; accordingly, they might get further attracted to or may tend to skip university (Ailes et al, 2017) in that the gap between their expectations and experiences could cause them to feel discouraged, stressed, and uncertain about their goals (Basow & Gaugler, 2017). Studies have revealed a wide variety of such expectations and goals, which are essential for keeping higher education active and dynamic. Nevertheless, it might not be always possible for higher education to respond to and meet all such demands due to the limitations in public and governmental resources. Hence, it is necessary to identify and recognize the different aspects of these expectations in order to keep higher education active and dynamic. Identifying the valid components of different aspects of these expectations can help the authorities in macro educational planning to estimate the possibility of their fulfilment and to keep the educational settings dynamic through the programs and goals consistent with the participants’ expectations. Students' lack of hope of fulfilling their demands on their fields of study will cause adverse effects on their objective and motivation for learning as well as their responsibility and future efficiency (Salehi et al, 2010). Studies have also shown that the students whose experiences are not in line with their expectations are more likely to get frustrated and disappointed, which will correspondingly affect their performance (Byrne et al, 2012). Factors such as the development of communities, the generation differences, and the technology changes in today’ s students all point to their difference with their previous generations. Students have become more demanding and try to meet their needs and expectations; hence, further research must be conducted to verify the students' expectations of higher education. Such findings are significant in that they can enable higher education planners find a way to communicate closely with the students by understanding their expectations. Thus, they can provide the necessary planning to gain the students' satisfaction, which can respectively contribute to the development of the society through increasing motivation in the educated people. Therefore, this study aimed at validating the components of doctoral students' expectations from the higher education. Research questions The present study was an attempt to design a valid questionnaire to assess the validity of the components of doctoral students' expectations from higher education. Therefore, the study had two main objectives: first, designing an accurate questionnaire, and second, determining the validity of its factor structure. The question that guided the study concerned whether these components are valid among doctoral students in Iran. Methods Using the identified components presented in Nourian and Ghalamkari's (2019) qualitative study, a research-made questionnaire was prepared. Cronbach’ s alpha and confirmatory and exploratory factor analyses were used to confirm the validity and reliability of the questionnaire. The population consisted of the doctoral students in Tehran (55515 students). 382 students were selected as the sample through stratified random sampling method. The results were analyzed using structural equation testing using AMOS. Results The results indicated that the components specified for the doctoral students' expectations of higher education are well validated with 31 major themes and 7 subthemes (considering the students’ conditions, giving them social dignity, providing services and proper educational facilities, opening up opportunities for their employment, providing financial and scientific support and efficient management, and improving their personal and social life). The subthemes of considering the students’ conditions and social dignity and improving their personal and social life were below the average levels in explaining the doctoral students' expectations from higher education. On the other hand, the subthemes of providing services and proper educational facilities had the highest contribution in explaining the expectations. Contribution to employment was ranked upper than the average levels. However, financial support had the highest level after the subthemes of providing services and proper educational facilities. Offerinf scientific support was the third component in explaining the expectations. Efficient management, however, was in a lower than average level in explaining the doctoral students' expectations of higher education. In sum, services and proper educational facilities were ranked as the subthemes with the highest contribution to explaining the doctoral students' expectations of higher education and the subthemes of improving personal and social life and considering the students' conditions and social dignity had the lowest contribution. Discussion and Conclusion Studies on the students' expectations of higher education are mostly focused on one dimension. Considering the importance of studying the students' expectations of higher education, it is required to suggest valid and comprehensive components to provide a better understanding. Each identified component has been individually discussed in other studies, but examination of all components provides the basis for a major review of the higher education system. The present study demonstrated that students' expectations had various dimensions. Thus, considering the multiple dimensions of students' expectations at the same time and attempting to meet them can lead to the students' increased satisfaction. Regarding these components as a whole as well as the individual contribution of each subtheme and category in explaining the expectation can contribute to providing appropriate strategies and programs. In addition, increasing motivation among students can direct them towards the development of themselves and the society.

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    APA: Copy

    GHALAMKARI, MAHAN, NOURIAN, MOHAMMAD, Masoudi Nadoushan, Esmat, & NOROOZI, DARIUSH. (2020). Validation of the Components of Doctoral Students' Expectation from Higher Education. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), 11(2 (77-2) ), 21-49. SID. https://sid.ir/paper/407031/en

    Vancouver: Copy

    GHALAMKARI MAHAN, NOURIAN MOHAMMAD, Masoudi Nadoushan Esmat, NOROOZI DARIUSH. Validation of the Components of Doctoral Students' Expectation from Higher Education. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY)[Internet]. 2020;11(2 (77-2) ):21-49. Available from: https://sid.ir/paper/407031/en

    IEEE: Copy

    MAHAN GHALAMKARI, MOHAMMAD NOURIAN, Esmat Masoudi Nadoushan, and DARIUSH NOROOZI, “Validation of the Components of Doctoral Students' Expectation from Higher Education,” STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), vol. 11, no. 2 (77-2) , pp. 21–49, 2020, [Online]. Available: https://sid.ir/paper/407031/en

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