Browsing by Subject "Expectations"

Now showing 1 - 4 of 4
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    `Bridging the gaps': a case study of faculty and student expectations, perceptions, challenges, and responses in the Chinese `Teach-Abroad' learning environment
    (2013-07) Goode, Matthew Lawson
    Thousands of U.S. faculty travel abroad each year to teach host–country students (George, 1995). This study explores the ‘teach–abroad classroom’, defined as “the teaching and learning processes and interactions between faculty and students” in this learning environment (George, 1987, 1995; Slethaug, 2007). Faculty and student expectations and perceptions of this learning environment are investigated, ‘gaps’ between the faculty and students are identified, and faculty and student responses to cultural differences are assessed. This qualitative study focuses on the case of the China Executive MBA (CHEMBA) Program, a joint offering of the Carlson School of Management, University of Minnesota in the United States and Lingnan (University) College, Sun Yat–sen University in Guangzhou, China. Individual interviews were conducted with Carlson School faculty who teach in the program and with students and graduates of the program. The researcher also formally observed CHEMBA class sessions. Utilizing intercultural competence theory (M. J. Bennett, 1986, 1993; Deardorff, 2008), this study reports findings related to faculty and learner expectations, perceptions, challenges, and responses in the teach–abroad learning environment. Three metaphors are used to represent the key gaps between faculty and students in regard to classroom discussion, the completion of readings for class, and language issues. Recommendations are offered for faculty, learners, and program administrators.
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    Essays in macroeconomics and taxation.
    (2011-07) Solis-Garcia, Mario Alberto
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    Parental expectations and aspirations for their children’s educational attainment: an examination of the college-going mindset among parents.
    (2010-06) Jacob, Monica J.
    The purpose of this study was to explore parental aspirations and expectations for their children's educational attainment, in addition to examining parent-reported knowledge and understanding of college readiness and preparation. This study consisted of 598 parents of students in 8th-10th grade from five schools in the Midwest. Parents were administered the Scale of Educational Aspirations and Expectations for Adolescents (SEAEA), and were also asked to answer several questions related to their college knowledge. After a factor analysis of the SEAEA, items reflecting aspirations and expectations loaded onto the same factor; however, further analyses revealed a small, yet significant difference between the two beliefs. Results also indicated a gap between what parents aspire and expect for their children's educational attainment and the knowledge of what it will take for that dream to become a reality. Merits and limitations, implications for research and practice, and directions for future research are discussed.
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    Using the Expectancy-Value Theory to Understand Young Adult’s Financial Behavior and Financial Well-Being
    (2017-05) Burcher, Sarah
    The current study seeks to understand how young adults navigate the university-to-work transition while experiencing financial and employment instability. Using the Expectancy Value Theory (EVT) as a foundation, the purpose of this study is to examine the independent direct effects of both early parental and personal expectations and values on young adults’ later financial behaviors and in turn the concurrent association between financial behavior and financial wellbeing using longitudinal data. The study used data from a subset of participants (N=754) in the Arizona Pathways to Life Success (APLUS) project collected at two time points five years apart. Results from a series of hierarchical linear ordinary least squares (OLS) regressions showed that early personal expectations significantly predicted later financial behavior and financial well-being. Parental expectations remained important for financial well-being, but not for financial behavior. Additionally, the study also considered whether employment status moderated the relationship between financial behaviors and one’s perception of financial well-being. Although a significant predictor, employment status did not have a moderating effect on the association between financial behavior and financial well-being. Implications for further study and limitations are discussed.