Student’s voice – What do students appreciate and expect to receive from a master program, a cross-sectional analysis

Abstract

Student’s voice is frequently not relevant for study program design. The issue addressed in this study is the analysis of student voice in master programs. It does this by aiming to identify student perceptions and expectations, their achievement goals, as well as students’ perceptions and expectation for an optimal learning environment. This addresses their need and desire to pursue a program which supports workplace trends. Cross-sectional research was undertaken to understand students’ demands in master’s programs, their learning strategies and study skills and accordingly increase opportunities for learning and career advancement with a structured and comprehensive approach. The results confirm that students are highly motivated when pursuing master programs, expecting to receive a solid professional preparation and benefit from practical activities. The impact of the master program activities on learning outcomes of students was ranked in descending order of the average score: educational objectives attained (M = 5.36), increased interest for learning and professional development (M = 5.39), the great impact of practical activities on learning (M = 5.41), intellectual challenging activities (M = 5.43). Faculty and university management should consider student voice to improve and innovate master programs, being valuable experts when it comes to their own learning experience.

Keywords

• higher education
• master degree program
• motivation
• professional development
• preparing future teachers