University access and after: explaining the social composition of degree programmes and the contrasting expectations of students

Gomà, Helena Troiano i; Andreu, Marina Elias

doi:10.1007/s10734-013-9670-4

Cited by 28 publications

(15 citation statements)

References 17 publications

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“…In this part of the study, we had strong support for the hypothesis that students would be more likely to note employment-focused benefits than those related to other categories (e.g., personal fulfillment; meeting parental expectations). While students did generate a large number of unique responses (many of which were similar to those observed by other researchers; Millican, 2014;Troiano & Elias, 2014), many categories, such as the value of education for its own sake and personal fulfillment, were mentioned far less often.…”

Section: Student Evaluations Of Degree-related Benefitssupporting

confidence: 78%

“…Though the findings documented by Gedye et al (2004) were based solely on geography students, other studies carried out with university students from diverse disciplines (e.g., Millican, 2014;Troiano & Elias, 2014) also suggest that students perceive a university degree as conferring a variety of benefits. Millican (2014), for example, noted that undergraduates emphasized the importance of both a positive academic experience (with an emphasis on the need to feel challenged) and a rewarding social life.…”

Section: Student Learning Goals and Expectationsmentioning

confidence: 91%

“…Millican (2014), for example, noted that undergraduates emphasized the importance of both a positive academic experience (with an emphasis on the need to feel challenged) and a rewarding social life. However, these studies also indicated that priorities have shifted globally towards employment over the last decade, as jobs for graduates have become more scarce (Millican, 2014;Troiano & Elias, 2014).…”

Section: Student Learning Goals and Expectationsmentioning

confidence: 99%

“…The reason that students are so singularly focused on their employment prospects may be connected to increased enrollment and the resultant higher numbers of first-generation and working-class students (Troiano & Elias, 2014). A number of studies have noted that workingclass students bring to their education a very pragmatic view of an undergraduate degree and its perceived benefits (Lehmann, 2009;Troiano & Elias, 2014).…”

Section: Student Evaluations Of Degree-related Benefitsmentioning

confidence: 99%

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Perceived Benefits of an Undergraduate Degree

Norton

Martini

2017

cjsotl-rcacea

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Canadian university students tend to endorse employment-related reasons for attending university ahead of other reasons such as personal satisfaction or intellectual growth. In the present study, first- and fourth-year students from a mid-sized Canadian university reported on the benefits they expected to receive from their degree and rated their relative importance. These open-ended responses suggested that both groups of students placed a greater emphasis on benefits related to career preparation and economic advancement than those associated with learning and self-improvement. However, when asked to evaluate the importance of a comprehensive list of degree-related benefits both groups of students endorsed the value of many of them, including those related to learning and self-improvement. Our results suggest the importance of methodology in gathering data about this issue, and we consider them in light of current concerns with helping students to understand the full value of their degree. Les étudiants des universités canadiennes ont tendance à accepter les raisons qui se rapportent à l’emploi pour justifier les études universitaires avant d’autres raisons telles que la satisfaction personnelle ou la croissance intellectuelle. Dans la présente étude, des étudiants de première année et de quatrième année d’une université canadienne de taille moyenne ont indiqué les avantages qu’ils s’attendaient à obtenir avec leur diplôme et les ont classés par ordre d’importance. Ces réponses ouvertes suggèrent que les deux groupes d’étudiants ont attribué une plus grande importance aux avantages liés à la préparation de leur carrière et à l’avancement économique qu’à ceux liés à l’apprentissage et à l’amélioration personnelle. Toutefois, quand on leur a demandé d’évaluer l’importance d’une liste complète d’avantages liés à l’obtention d’un diplôme, les deux groupes d’étudiants ont reconnu la valeur de plusieurs d’entre eux, y compris ceux qui se rapportent à l’apprentissage et à l’amélioration personnelle. Nos résultats suggèrent que la méthodologie employée pour recueillir les données sur cette question est importante et nous les prenons en considération à la lumière des préoccupations actuelles pour aider les étudiants à comprendre la valeur globale de leur diplôme.

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Section: Student Evaluations Of Degree-related Benefitssupporting

confidence: 78%

Section: Student Learning Goals and Expectationsmentioning

confidence: 91%

Section: Student Learning Goals and Expectationsmentioning

confidence: 99%

Section: Student Evaluations Of Degree-related Benefitsmentioning

confidence: 99%

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Perceived Benefits of an Undergraduate Degree

Norton

Martini

2017

cjsotl-rcacea

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“…Esto se traduce consecuentemente en diferentes formas de entender la experiencia universitaria, así como en la aparición de demandas diferenciadas por parte de los estudiantes (Ariño y Llopis, 2011;Troiano y Elias, 2014;Elias y Sanchez-Gelabert, 2014).…”

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La valoración que los graduados tienen sobre su formación universitaria desde su situación laboral actual

Gelabert

Cendejas

2015

Rev. Complut. Educ

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ResumenEn este artículo analizamos la valoración que hacen los titulados universitarios sobre la formación recibida, así como la utilidad de ésta en su ocupación actual. El objetivo es analizar si existen diferencias en la valoración a partir del nivel formativo familiar y el sexo de los estudiantes. Además, examinamos si las condiciones laborales que tienen los titulados intervienen en la valoración de los estudios. Los resultados muestran la existencia de diferencias significativas entre los jóvenes según su origen social y sexo, siendo las mujeres y los jóvenes de clase trabajadora los que valoran mejor su formación recibida. Finalmente, con la introducción de la situación laboral como variable de control constatamos que, en algunos casos, estas diferencias son debidas al contexto laboral actual de los graduados más que a diferencias sociodemográficas. Palabras clave: satisfacción con los estudios, educación superior, utilidad de la formación, situación laboral y educación. AbstractThe present article analyzes graduates" evaluation of their training its usefulness in their current occupation. The aim is to analyze if there are differences in the evaluation depending on students" gender and family educational background. In turn, the study addresses whether graduates" working conditions affect these evaluations. Results show the existence of significant differences between the young depending on their social origin and gender. Women and working class graduates are more likely to make a better assessment of their university _______________ 1 Esta investigación forma parte del "Plan Nacional de investigación científica, desarrollo e investigación tecnológica" financiado por el Ministerio Español de Ciencia e Innovación, con el título "Itinerarios Universitarios, equidad y movilidad ocupacional" (CSO2010-19271).

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