The application of psychological contract theory in general, and of the EVLN topology in particular, to empirical research within the context of higher education have received scant attention. Therefore, this thesis makes a contribution to the literature in that respect. There are four additional ways in which a contribution has been made. First, previous studies into both psychological contract theory and the use of the EVLN framework have largely employed quantitative methods of investigation. As discussed in Chapter 1, the reliance on research instruments, such as self-report questionnaires, is regarded by many as unlikely to adequately describe the subtleties of human emotions and associated actions (Easterby-Smith et al., 2002; Saunders et al., 2009). The findings detailed in the present research have thus been arrived at by means of qualitative inquiry. The second contribution is that behavioural responses to dissatisfaction are qualitatively and pragmatically explored using the EVLN framework. Third, most of the studies employing the EVLN framework have focussed on more general responses to discontent, with only a handful of researchers making explicit links between psychological contract breach and the use of the framework (for example, Rousseau, 1995; Turnley and
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Feldman, 1999). This paucity of conceptual connection indicates that further investigation may be warranted. And fourth, studies in which the EVLN framework has been used in the context of higher education are by researchers overseas rather than in those within the UK (for example, Itzkovich & Alt, 2015, Israel; Lovitts, 1996, USA; Mahaffey, Neu & Taylor, 1991, Canada; Riaz, Ali, & Riaz, 2013, Pakistan).
The use of qualitative methods has added to our understanding of the student experience by highlighting some of the underlying causes of dissatisfaction particularly with respect to the expectation-reality mismatch. The perception of promises made, both implicit and explicit, is central to the formation of the student psychological contract and to the possible responses students will make if that psychological contract is breached or violated in some way. Employing the four EVLN constructs has revealed that the majority of respondents have engaged in exit behviours and that voice is generally only used when the ‘voice manager’ is considered to be both approachable and responsive. The findings also suggest that neglect behaviours are widespread and that loyalty, rather than being active in nature, is passive and characterised by feelings of entrapment and hopelessness through the belief that there are few acceptable alternatives to undertaking a university education. This information is of significance, particularly in the current climate of heightened competition between institutions to both attract and retain students and to provide them with a rewarding and satisfying experience on their academic journey.
6.4.1 Contribution to university policy
The findings suggest that students embarking on their university experience do indeed form a psychological contract with the institution and, just as importantly, with their peers. This psychological contract comprises expectations, beliefs and perceived promises made by the university, and notions concerning reciprocal obligations to both the academic staff and the students’ peer group. When students believe that their psychological contract has been breached or damaged in some way, this perception is inextricably linked to notions of value for money, or lack thereof. Therefore, the research could have practical implications for shaping university policy, in that greater transparency is needed so students have clearer picture of how their fees are being spent and on what. The findings revealed a surprising level of cynicism regarding how decisions are made by senior management and the extent to which students can influence policy decisions.
Although the whole point of marketing is to put goods, services or, indeed, educational offerings in the best possible light, care should be taken not to create false promises. It is a likely
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eventuality that the university might suffer reputationally in the future if the student body feels unfulfilled by their educational experience. In the current climate of intense competition between institutions, both to attract and keep students, risking reputational damage should be minimised.
Crucially, senior management need to recognise that often the primary motivator for students to attend university is to secure a well-paid job on graduation. Although developing students’ employability skills is theoretically of great importance to UCLan, in practice this is largely not the case. Findings from the focus group interview, as well as from the two phases of semi- structured interviews, cite career-related expectations, linking them explicitly with notions of value for money. This reflects the research conducted on behalf of the University Partnership Programme (2015), which revealed that the predominant reason was the belief that ‘university study offers better long-term salary prospects’, closely followed by the respondents simply wanting ‘the university-student experience’ (2015: 4).
Although students might believe that they ‘want the university experience’, the present study shows that the reality of student life can be far from what they had expected. Many interviewees reported feelings of ‘isolation’ and ‘loneliness’, even at the end of the second semester. Interestingly, a large proportion of the students who had not made as many friends as expected had not taken part in many Welcome Week activities, just engaging in ‘one or two’. Attendance at Welcome Week is highly recommended, but not compulsory, unless the sessions are timetabled. Although some programmes of study do timetable workshops during this period, it is not a practice consistent across the university. Perhaps this policy could be re-examined so that opportunities for early socialisation are, indeed, timetabled. Further recommendations are presented in the next section.