ABSTRACT This paper aims to contribute to the contested body of work about the factors influencing student motivation, expectations, engagement and satisfaction in higher education (HE). Policy surrounding the deployment and use of the National Student Survey (NSS) and the Teaching Excellence Framework (TEF) constructs social relationships between teachers and students as calculated instrumental exchanges, whereby, in exchange for the fee they pay, students expect to receive an education designed to ensure they have the knowledge, skills and innovative capabilities required by businesses and the economy in the competitive global market place. Drawing on fieldwork conducted between 2011 and 2015; and using narrative data obtained from face-to-face conversations and email interviews with sampled cohorts of post 30s students enrolled on two vocational degree programmes in a post 1992 university; the paper aims to highlight the flawed assumptions about student expectations, engagement and satisfaction, which fail to acknowledge the positive life-changing impact the higher education experience can have on students and in their work. Bourdieu’s concepts of habitus, field, capital and illusio, and Goffman’s classic pieces on ‘The Presentation of Self in Everyday Life’, ‘Stigma’ and the ‘Cooling out the marks’ process, are used to develop this argument.

中文翻译：

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满意什么？关于学生对高等教育的期望和满意度的有争议的假设

摘要本文旨在就影响学生动机，期望，参与度和满意度（HE）的因素，为有争议的工作做出贡献。围绕国家学生调查（NSS）和卓越教学框架（TEF）的部署和使用的政策将教师与学生之间的社会关系构建为经过计算的工具交流，据此，学生可以交换所支付的费用来接受教育旨在确保他们具有在竞争激烈的全球市场中企业和经济所需要的知识，技能和创新能力。借鉴2011年至2015年进行的实地调查；并使用从面对面的对话和电子邮件访谈中获得的叙述性数据，以及对1992年代后大学中两个职业学位课程的30岁以上学生样本的抽样研究；本文旨在强调关于学生期望，参与度和满意度的错误假设，这些假设未能承认高等教育经历会对学生及其工作产生积极的改变生活的影响。布迪厄的惯性，领域，资本和幻觉的概念，以及戈夫曼关于“日常生活中自我呈现”，“污名”和“消除标记”过程的经典作品，都被用来发展这一论点。这些都未能认识到高等教育经历对学生及其工作产生的积极改变生活的影响。布迪厄的惯性，领域，资本和幻觉的概念，以及戈夫曼关于“日常生活中自我呈现”，“污名”和“消除标记”过程的经典作品，都被用来发展这一论点。这些都未能认识到高等教育经验对学生及其工作产生的积极改变生活的影响。布迪厄的惯性，领域，资本和幻觉的概念，以及戈夫曼关于“日常生活中自我呈现”，“污名”和“消灭标记”过程的经典作品，被用来发展这一论点。