The Role of Expectations in the Educational Experience and Professional Socialization of Engineering Students

Authors

  • Hindolo Kamanda University of Georgia
  • Joachim Walther University of Georgia
  • Davis Wilson University of Georgia
  • Michael A. Brewer USDA Natural Resources Conservation Service
  • James L. Huff Harding University
  • Nicola W. Sochacka University of Georgia

DOI:

https://doi.org/10.33423/jhetp.v20i15.3937

Keywords:

higher education, engineering education, expectations, student well-being, professional socialization, student experience

Abstract

Academic and non-academic expectations contribute to students’ stress and impact achievement and retention. This qualitative study investigates how expectations are socially constructed in engineering programs and internalized by students. Data was collected in focus groups with 38 participants at two universities. Using constant comparative methods, findings identify sources of expectations and mechanisms by which students internalized these. Sources comprise academics, superiors, peers, extra-curricular, and influences from outside the major. The mechanisms of compounding, conflicting, and triangulating show that the interplay of expectations amplifies their emotional impacts. Implications for educators are to communicate academic standards without inadvertently reinforcing problematic social performance expectations.

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Published

2020-12-25

How to Cite

Kamanda, H., Walther, J., Wilson, D., Brewer, M. A., Huff, J. L., & Sochacka, N. W. (2020). The Role of Expectations in the Educational Experience and Professional Socialization of Engineering Students. Journal of Higher Education Theory and Practice, 20(15). https://doi.org/10.33423/jhetp.v20i15.3937

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Section

Articles