JISC

This briefing paper is a summary of the full student expectations study.

Prospective university students have difficulty understanding fully what university life will offer, including what Information and Communications Technology (ICT) provision to expect. However, new research conducted by Ipsos MORI on behalf of JISC suggests that students do come to university with a set of inherent expectations about ICT provision and use and, further, that such expectations have important implications for institutions and the ICT services they provide.

There have been many studies examining students' expectations of higher education but few have focused specifically on those of incoming students and ICT issues. There has also been a tendency for these studies to be conducted with students already at higher education institutions (HEIs), adopting a retrospective analysis of whether their ICT expectations prior to reaching university have been realised.

As technologies and social computing rapidly increase in popularity and evolve (e.g. Web 2.0), it is important that the academic community remains aware of issues faced by learners both before and during higher education. There is also the need to explore whether the learning experience of students is changing over time, how they want to learn through technology and the level to which they want to learn virtually or in the 'classroom'.

The Student Expectations Study looked at what prospective students fluent in the use of technology anticipate from university life in terms of ICT, through discussion groups and an online panel.

What do students expect?

Understanding students' expectations of ICT provision needs to be set in the context of their expectations of university life overall.

The research showed that there was some uncertainty among respondents about what universities had to offer in general. Although some had an idea of what it will offer - through visits, contact with friends and family or online research - it became apparent that understanding of what life would be like, both academic and otherwise, is undeveloped.

Uncertainty is compounded by the fact that students are used to being 'parented' either at home or at school. To them, university is a time when these controls disappear and they become independent - something they embrace while still clinging to some of the original safety values they are used to.
Understanding how to manage these expectations will have important implications for a range of issues, including future recruitment and retention of students.

Key findings

The apparent uncertainty about ICT and its use among these students, suggests that if they don't know what to expect when they get to university, there will not be a mismatch between expectation and reality. However, the research shows that they will bring inherent expectations for ICT with them, display instinctive preferences for technology when presented, and be able to evaluate any new technology they may meet at university.

Next steps

This research is preparatory to the establishment of a Committee of Inquiry, being convened by JISC with the Higher Education Academy and funded by HEFCE this autumn, into the changing learner experience. The Inquiry will address the implications for HEIs of the experience and expectations of learners approaching full-time higher education with a view to informing senior management and providing advice to universities and colleges.

About the research

The key aims of the research were to:

• Understand better what students who currently use technology to a reasonable degree expect from universities when it comes to accessing and using ICT in both social and educational environments
• Begin to examine whether there is a mismatch generally between student expectations of what they will be able to do and what institutions can and do offer in terms of ICT

Qualitative and quantitative techniques were used to understand the uptake and usage of technology at a UK level, and also to delve into the finer points of ICT use and gain a deep understanding of why the target group uses technology and the way it uses it - in both social and learning environments.

• Qualitative - 3 discussion groups with students from differing backgrounds and levels of engagement with technology
• Quantitative - 501 surveys completed by an online panel of 16-18 year olds, all of whom hope to go to university. As the target audience was those who had at least some knowledge of ICT it was felt appropriate to carry out the research with a group which is, by virtue of being part of an online research panel, perhaps more open to and adept with technology than the profile of the general public

It is important to note that, while the research encompassed a broad range of students, it is not necessarily representative of the attitudes of all types of student in this age group, for example those with disabilities or from ethnic minorities. These students may have very different views, expectations and demands from HEIs, an area requiring further exploration.

Key findings and their implications

Further information and resources

• Learner experiences of e-learning Phase 1
• In their own words
• Learner experiences of e-learning Phase 2
• Information for conducting research into learner experiences

For further information, please contact Charles Hutchings, JISC Market Research Manager

You can download a PDF or rich text format version of this briefing paper and a PDF of the full report below.