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• W1500946313 abstract "ABSTRACT The National Survey of Student Engagement (NSSE) project indicates disappointing results in frequency of student-faculty interaction and amount of time that students prepare for class. Both of these discomforting facts illustrate need for educators to do a better job of communicating expectations. This study uses a paradigm of as and Kano Model of customer satisfaction to clarify and quantify professor expectations. Professor expectations are examined in terms of basic needs, satisfiers, and delighters as well as a variety of demographic variables (e.g., gender, age, discipline, course level and teaching experience) from 95 faculty members across five disciplines at a state university. Further, gap measures are taken between professor's expectations and students' perceptions of those expectations in an attempt to explore a variety of performance hypotheses. The findings indicate consistent and quantifiable differences in levels of professor expectations and a relationship between a student's performance and his or her understanding of professor's expectations. Recommendations are offered to improve communication of expectations between professors and students. INTRODUCTION Perennial questions of higher education are: How are we doing?; and How can students and faculty members improve undergraduate education? The National Survey of Student Engagement (NSSE) project was chartered to answer these questions on a continuing basis. The NSSE project is intended to foster a discussion of collegiate quality through an annual survey of college students. The project's first national report (NSSE 2000: National Benchmarks of Effective Educational Practice) was released in November 2000. The report suggested five benchmarks to examine effectiveness of educational practice: level of academic challenge, active and collaborative learning, student interactions with faculty members, enriching educational experiences, and supportive campus environment. Although benchmark report highlights a number of promising aspects of student engagement, frequency of student-faculty interaction and amount of time that students prepared for class was particularly disappointing. For example, students on average reported only occasional contact (once or twice a month) with their teachers. The amount of time students spend preparing for class is only about half of what is typically expected-and, according to most faculty members, not nearly enough to perform at acceptable levels. Both of these discomforting facts illustrate need to do a better job of communicating expectations. While all would agree that learning is a shared responsibility, it is teacher's primary responsibility to influence his or her students to engage in learning activities. The clear communication of expectations is central to this process of influencing or motivating students. While most faculty members understand their responsibility to communicate expectations, students may not understand how critical it is that they understand teacher's expectations. In a sense, student must view the professor as customer. As such, students are providers and their responsibility is to determine and satisfy their professor's (customer's) expectations. However, it is not enough for students to merely understand customer needs or expectations; they must be able to quantify them. All needs or expectations are not created equal, and resolution of all needs does not have same impact on customer satisfaction or in this case, student's acceptance by faculty member and performance rating/grade. The purpose of this study is to help faculty members (customers) qualify and quantify their expectations for their students. Additionally, relationships between various professor expectations will be examined across a variety of variables (e. …" @default.
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• W1500946313 date "2006-01-01" @default.
• W1500946313 modified "2023-09-25" @default.
• W1500946313 title "An Examination of Professor Expectations Based on the Kano Model of Customer Satisfaction" @default.
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