THE PSYCHOLOGICAL CONTRACT AND GRADUATE STUDENT ADVISING
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Abstract
Changes in higher education in Thailand have necessitated that higher education institutions compete for funding and students. Thus, it has become imperative that universities find ways to stay viable. Trends are pointing to a need for higher education providers to expand their focus to different groups of students such as graduate students and the reskilling of older students. Although graduate students may make up a smaller portion of the student numbers, research into areas that address graduate student expectations and satisfaction have potential benefit. As training of graduate students typically involves having them conduct research under the supervision of an advisor, and as this relationship has been said to be one of the most crucial aspects in graduate students’ satisfaction with their programs and decisions to leave; study of this relationship dynamic by using the psychological contract theory as a framework may yield useful information applicable to improve the policy and training of graduate student programs. The purpose of this article is threefold: 1) it will introduce the concept of the psychological contract; 2) it will present the concept of the psychological contract as a valid perspective for viewing graduate students’ expectations in regard to advising, and 3) it will put forth suggestions for future research on graduate student advising in the hopes that research in this area will contribute to graduate student satisfaction.
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