A Needs Analysis Project for Postgraduate University Students

Paper presented to the

29th ANNUAL EAIR FORUM

26 to 29 August 2007
Innsbruck, Austria

Name of Author(s)
Iliadou Tachou S.
Tsakiridou E.
Iordanidis G.
Griva E.
Betsas I.

Contact Details
Iliadou Tachou S.
Department of Primary Education, Faculty of Education, University of Western Macedonia
3rd km of national road Florinas Nikis
Florina, 53100
Greece
E-mail: siliadou@uowm.gr

Key words

Feedback students to staff, Postgraduate study, Student experience, Organisation structures

Abstract

A Needs Analysis Project for Postgraduate University Students

The present study aims at identifying the needs and expectations of postgraduate students in the context of
Greek Tertiary Education. This is to be achieved through the development of a needs analysis project
which will take place as the course proceeds (on-going needs analysis or formative evaluation). The
absence of formal needs analysis procedures in postgraduate programmes at Greek Universities has
provided the stimulus for the design of this study. The research, which used multiple methods to collect
information, has successfully generated a large amount of data which allowed for suggestions and
highlighted some possible directions for further research.
A Needs Analysis Project for Postgraduate University Students

1. Introduction

Nowadays, there is a requirement for European Universities to become more competitive in their research,
and to improve their interactions with the local society and industry, to be key actors in constructing
dynamic knowledge-based society in the world and to be a place for long-term independent research.
Under these circumstances several initiatives have been taken to change the functions, structures and
profiles of Master programmes of Universities. Greece, a signatory country in the Bologna Process, has
tried to improve the quality of Higher Education. Within this context continuous reform and innovation of
Master Programmes is already a reality at Greek universities, and many factors are combining to affect the
nature and success of these complex processes.

Curriculum renewal should be an ongoing, collegial top-down and bottom-up process and should
contribute to greater dialogue and consensus among academics and students. Thus, in order to provide
effective postgraduate programmes, concrete effort is needed from all parties, programme coordinators,
students, academic staff and policy makers (Sukwiwat 1980, p. 8). Designing a course on the
administrators beliefs and interests and the academic staffs perceived needs would not be a realistic
approach to course design; students needs, expectations and requirements should also be taken into
consideration (Witkins 1984).

Needs analysis is the necessary point of departure for designing a syllabus (Flowerdew and Peacock
2001, p. 178), as it is expected to provide a strong justification for all the decisions made on the part of
course designers, academic staff, programme coordinators with respect course design specifications
(Berwick 1989). Moreover, the employment of sound theoretical principles and methodology in setting up
needs analysis projects prior to the development of a course allows for consistent decision making to take
place which will ultimate lead to the development of a coherent curriculum (Johnson 1989).

Needs analysis refers to "gathering information that will serve as the basis for developing a curriculum
which will meet the learning needs of a particular group of students" (Brown 1995, p.35). Usually, it
involves examining both qualitative and quantitative information based on questionnaires, tests, interviews
and observations. In fact, the term needs is viewed as an umbrella one (Richterich 1983; Mc Donough
1984; Hutchinson & Waters 1987; Robinson 1991; West 1994), as several types of needs can be identified
in attempting a categorisation of the term, all of which represent a different philosophy and educational
value (Dudley-Evans & St John 1998, p. 123). Among the identified types of needs are objective and
subjective (Brindley 1989, p. 65); the later are felt and process oriented needs, wants, desires and
expectations stated by the students themselves (Brindley 1989, p.65).

One of the most vital steps in needs analysis is to describe student expectations, which is the focus of the
present study. According to Hitchcock and Hughes (1992) expectations are defined as desires, choices and
patterns and are extremely subjective in nature. They are not static, but they are characterized by
changeability and can provide a frame of service quality evaluation. The student expectations have
become an important dimension in measuring the quality of education. Research into student needs and
expectations threw light on the factors and dynamics affecting the needs and expectations as far as the
decision-making of students (Sander et al 2000). Most studies indicated that students are highly influenced
by course suitability, the institutions academic reputation, future job perspectives, teaching quality and
campus ambience (James 2002; Soutar and Turner 2002; Kern 2000; Davies 2000). An effective
postgraduate program would satisfy both students subjective needs (Ritchards et al. 1992; Hutchinson and
Waters 1987), as these are defined by students themselves (Akon 1991), and the objective needs defined
by the educational context and the experts (Sithamparam and Dhamotharan 1992, p.12).
2. Study

2.1 Problem Statement and objectives

The present study is concerned with the identification and recording the university students expectations,
needs and viewpoints on postgraduate programmes.
The motivation for the study stems from: a) the fact that knowledge about students expectations,
preferences, needs and viewpoints, on the part of the instructors, policy-makers as well as of the students
themselves, should lead to suitable postgraduate courses, contributing to students reflection on the
learning process and to their personal and professional development, b) the absence of empirical
researches dealing with the specific issue in Greece.

The ultimate aim was to collect adequate data about the expectations and needs of the postgraduate
students in the particular context, and on the basis of these data develop a proposal for a postgraduate
programme, which will satisfy the identified needs of the particular group. More precisely, the basic
objectives of the research were the following:
i) to identify students preferences and expectations of post-graduate course components.
ii)to identify the expressed and perceived needs of the students regarding their academic and work-related
purposes.
iii) to record their attitudes towards service system and towards the current teaching support services
iv) to elicit students preferences and opinions about core course materials as well as teaching methods,
evaluation procedures and academic staff
v) to identify students expectations of the content of the study programme and the academic skills needed
for achievement
vi) to identify the problems experienced and the difficulties encountered by, in the specific context, and
determine the potential sources.

2.2 Context

The University of Western Macedonia, one of the nineteen Greek Universities, offers postgraduate degrees
in Educational Studies; the Department of Primary Education has awarded Master Degree (MA), since
1995, in one of the following fields: a) School Pedagogy Teaching Methodology (School Textbooks,
Curriculum) b) Humanity Studies (Language, History, Culture) c) Sciences. The Department of Early
Childhood Education has awarded Master Degree (MA), since 2004, in one of the following fields: a)
School Pedagogy Teaching Methodology (School Textbooks, Curriculum) b) Humanity Studies
(Language, Literature, Culture).
These full-time programmes, lasting two academic years (four semesters), attract graduates from different
backgrounds and disciplinary fields, from different parts of the country and from a variety of universities.

It provides professional development opportunities for staff in education starting from a broad base and
then enables students to further develop specific areas of interest in education in its widest sense. The aim
of the courses is to provide a) a thorough training in a particular subject area through original research and
experiment b) advanced knowledge of the subject area and development of the teaching skills through
lecture input, seminar programmes and studying or application in the workplace. It involves three
semesters of class-based learning, followed by six months during which the dissertation is completed on
an agreed topic of students choice.

2.3 Participants

Seventy (70) postgraduate students (48 female and 22 male)- aged between 23-25 (40%), 26-30 (27,1% ),
31-40 (18,6%) and 40 plus (14.3%)- participated in the study. 55.7% of the participants attended the
Postgraduate programme of the Department of Primary Education and 44.3% of them attended the
Postgraduate programme of the Department of Early Childhood Education. Half of them (50%) are
students of the 1st year of study and the rest 50% of them are students of the 2nd year. Their working
experience varied: the majority of the students (75.7%) have been working, 35 of them (50%) have full-
time job and 18 of them (18%) part-time, while 24.3% of the participants are jobless. A significant
percentage of the participants (52.9%) hold a master degree in Educational Studies, 24.3% of the sample
hold a master degree from the faculty of Letters and 15.7 % in Pure and Applied Sciences.

2.4 Methodology

The questionnaire was used as the basic instrument for conducting this research, which was tested on its
reliability and validity. Questions were designed in closed form so that to obtain specific responses from
the highest number of respondents.
The questionnaire, consisted of 35 items, were distributed to 70 postgraduate students enrolled in the first
and second years of three different postgraduate programmes in the School of Educational Studies
(Department of Primary Education and Department of Early Childhood Education) of the Western
Macedonia University in Northern Greece. Students were asked to rate the importance to expectations and
preferences on a scale of 1 to 5.

Moreover, semi-structured interviews were carried out with twelve (12) postgraduate students to give
more extended qualitative data, as we believe that using a variety of techniques provides a more valid and
in depth view. A lot of researchers (West 1994; Brown 1995; Long, 1999; Witkin and Asltschuld 1995)
argue that needs analysis should use multiple methods and multiple sources - questionnaires, interviews,
participant and non-participant observation- to increase its overall reliability and validity.

2.5 Data analysis

Data derived from the questionnaires were analyzed by using descriptive statistical methods. Frequencies
and percentages for all items of the questionnaires were obtained. Moreover, the techniques of t-test and
ANOVA were performed in order to identify differences in ranking the various items concerning students
expectations and needs concerning the postgraduate programme.

The Verbal data were undergone the procedures of data reduction and data display. Data reduction
involved first and second level coding as well as pattern coding, which involves placing descriptive or
conceptual names (Papadopoulou 1999). Codes resulted in groups of categories, labelled by a specific
name Miles and Humberman (1990), which were developed from theories based on relevant literature.
Then the concepts with common characteristics were clustered into themes.

3. Results

3.1. Questionnaire results

3.1.1. Student expectations

3.1.1.1. Expectations of the course syllabus

The postgraduate students were asked to rank the expectations that they have of the course syllabus from a
list of five: (1= most important, 5= least important).
Acquiring in-depth knowledge of the subject area was rated as first priority by 21,4% of the total sample.
Moreover, the participants were very sensitive to a) developing practical teaching skills as 20% of the
total sample ranked it as first priority and to b) updating discipline knowledge, as 18,6% of the
participants ranked it first and 25,7% second. However they seemed to rank low possibilities to
participating in research projects as first priority (12,9%) and they showed little interest in expanding
theoretical background as only (8,6%) of the participants ranked it as the first priority.
Unemployed students (2,65) ranked developing practical teaching skills significantly high (t=2,675,
df=68, p<0,01) compared to those with working experience (3,93). Moreover, younger students ranked the
specific skill highly (3,04) compared to older ones (4,46) (F3,66= 4,627, p<0,01). In addition, there were
significant differences (F3,66= 4,396, p<0,01) in updating discipline knowledge between the younger
students who ranked it lower (3,79) and the older ones (2,61 and 1,80).
Figure-1- Course Syllabus

25%
21,4%
20,0%
18,6%
20%
17,1%

15% 12,9%

8,6%
10%

5%

0%
subject area practical updating self-study research theoretical
skills discipline projects background
knowledge

3.1.1.2. Expectations of the Academic staff

Regarding students expectations of the academic staff, instructors willingness for cooperation was
viewed of highest importance for a significant number of students, who ranked it as their first priority
(30%). Moreover, a considerable number of the participants (24,3%) reported that they place emphasis on
instructors ability to communicate with the students effectively. It is noteworthy that they showed less
interest in academic qualifications and knowledge (18,6%) and in identifying students needs (10%).
However, only 7,1% of the students declared they expect that the academic staff supervise and
coordinate students work willingly. For younger students, supervision and coordination was of less
importance (4,11 and 5,31) as opposed to older ones who ranked it higher (4,00 and 3,40) (F3,66=2,821,
p<0,05).
Developing students self study and autonomous learning skills gained the lowest percentage from
postgraduate students (4,3%). However, there were significant differences (t=2,117, df=68, p<0,01)
between the unemployed students who ranked it higher (3,71) than the participants with working
experience (4,68).

Figure-2- Academic Staff

30,0%
30%

24,3%
25%

18,6%
20%

15%

10,0% 10,0%
10%
7,1%
4,3%
5%

0%
cooperation effective academic students' needs research supervision autonomus
willingness communication qualifications participation learning
3.1.2. Student Preferences

3.1.2.1 Teaching methods

It is worth mentioning that study fieldwork was the first priority, among a series of teaching method for a
significant percentages of students (45,7%). Moreover, they welcomed a) workshops as 25,7% of them
ranked it first and b) oral presentations ranking it first (12,9%). In contrast, pair/group work activities
and lectures were the least popular teaching methods among the respondents, which were scored low by
the 10% and the 7,1% of the students respectively.

Figure-3- Teaching Methods

50% 45,7%

45%

40%

35%

30% 25,7%

25%

20%
12,9%
15% 10,0%
7,1%
10%

5%

0%
fieldwork study workshops presentations groupwork lectures
activities

3.1.2.2. Services provided

Students were asked about their preferences regarding the services they want to be provided with. The
highest percentage (65,7%) was given to libraries and E-info services. It is worth noting that there were
significant differences between male and female (t=2,204, df=68, p<0,05); male students ranked higher
(1,27) libraries and E-info services than women (1,98).
Lower votes were cast for communication and career support office which was ranked as first priority by
12,9% of the total sample. The results indicated that there was a significant difference between the male
students, who showed a greater preference (2,58), and the female students (3,23), (t=2,230, df=68,
p<0,05).
Lectures given by invited speakers followed, as it was ranked first by 10% of the respondents. Only
7,1% of the students ranked information about Mobility programmes as well as administrative services
first priority. However, there were significant differences between male students (2,95) and the female
(3,67) in ranking administrative services (t=2,267, df=68, p<0,05).
Figure-4- Services provided
65,7%
70%

60%

50%

40%

30%

20% 12,9%
10,0%
7,1% 7,1%
10%

0%
library career support invited speakers administrating mobility
office support programmes

3.1.2.3 Skills development

Students were asked to rank the skills they would like to develop during the postgraduate programme. The
majority of the respondents agreed on what they considered both the most and the least important skills to
develop. The frequency distribution of the data showed that the most favoured skill is considered to be the
Critical/academic thinking, ranked by 47,1% of the total number of students. The younger students
ranked it higher (2,07 and 1,68) than the older ones (4,00 and 3,40), (F3,66 = 3.727, p < 0.05). A
considerable number of respondents (24,3%), by ranking very important, stated that they need to
develop skills in applying knowledge to workplace. Participating in research projects was the third
most important skill for postgraduate students to develop (15,7%).
In contrast, researching academic issues and exploiting print and electronic resources were the least
popular skills among the respondents of the questionnaires which were scored highly by the 11,4% and the
4,3% of the students respectively.
Concerning the skill researching academic issues, there were significant differences (t=2,198, df=68, p <
0.05), as the students of the programme of Primary Education ranked it more important (3,10) than the
students who attend the postgraduate programme of the Early Childhood department (3,81). Moreover,
there were significant differences in the preference the students gave to exploiting print and electronic
resources(t=2,684, df=68, p < 0.01); the Early Childhood postgraduate students ranked it high (3,42) in
contrast to the Primary Education ones (4,13).

Figure-5 - Skills development

47,1%
50%

45%

40%

35%

30% 24,3%
25%

20% 15,7%
11,4%
15%

10%
4,3%
5%

0%
critical - knowledge research projectsacademic issues print-electronic
academic application resourses
thinking
3.1.2.4. Assessment procedures

In order to discover the potential criteria of assessment, five statements were presented to the participants
to choose the most desirable. They indicated that their first priority for an evaluation method was
individual assignments (54,3%). It was found that there were significant differences between the students
with regard to gender in submitting individual assignments (t=2,286, df=68, p<0,05); the male students
showed greater preference (1,40) than the female (2,13). Moreover the younger participants ranked it
lower (2,46) than the older ones (1,57 and 1,70) (F3,66 = 3.768, p < 0.05).
Students welcomed group assignments as second priority (10%) and their next priority choices were a)
oral presentations, ranked by 8,6% of the respondents, and b) providing assistance to the tutor, ranked
by 8,6% of the respondents too. Concerning oral presentations, there were significant differences
between the students with regard to gender (t=2,619, df=68, p<0,05); the male students ranked it lower
(2,45) than the female (3,38). Moreover, there were significant differences between the students with
regard to age (F3,66 = 3.768, p < 0.05); the younger participants ranked it lower (3, 68 and 2,84) than the
older ones (2,46 and 2,70). Concerning providing assistance to the tutor, there were significant
differences between the postgraduate students with regard to age (F3,66 = 3.939, p < 0.05); the younger
participants showed greater preference in providing assistance to their tutor (3, 36 and 4,08) than the older
ones (4,16 and 4,70). However, they did not believe a written examination (1,4%) was a satisfactory or
acceptable way to evaluate their achievements.

Figure-6 - Assessment

60% 54,3%

50%

40%

30%

20% 15,7%

10,0% 8,6% 8,6%

10%
1,4%

0%
individual obligations group oral assistance exams
assignments assignments presentations

3.2. Interview Data

Rich insights into postgraduates expectations and needs were provided through interviews, which
complemented the findings of the questionnaires.
The data, after being coded, resulted into seventy (70) codes, which were grouped into nineteen (19)
categories classified into four basic themes: a) reasons for attending the programme, b) Needs in
developing skills c) Difficulties - problems and d) Suggestions (Tables 1,2, 3,4)
3.2.1. Reasons for attending the programme

There is a common assumption, among students, that a higher qualification will automatically make them
more employable; a master degree will be an essential or a considerable advantage for professional
careers.
Motivation for attending the specific master courses for the students of both Departments (Primary and
Early Childhood Education) fall into three basic categories:

Promotion of professional growth

The majority of the students felt the need to receive a master degree for a utilitarian purpose, their
professional development, which implies that they regard postgraduate studies as a means of
strengthening the professional profile, to enhancing future career prospects and developing the skills
pertinent to extending their professionalism. More precisely, in order for students to attend master
programmes, promotion prospects appeared to be the most popular incentive; the second priority for the
students, especially those who are unemployed, was to improve their career prospects and the third
priority of the participants was to strengthen their professional profile. Half of the participants viewed
upgrading knowledge of the subject matter as meriting an important level of priority as they are looking
for the opportunity to study a subject in depth.

Academic background
At the same time most of the students showed preference for attending the programs because they believe
that they will be given more chances to renew and improve their academic background and theoretical
knowledge; In this way they could acquire formal academic qualifications. Moreover, some of the
participants felt the need to be trained to achieve a degree of improvement in oral academic language.

Personal reasons
Interest in the specific programme and personal fulfillment appeared to be less popular incentives for
students to attend the programme. A few interviewees welcomed the idea of participating in courses
because of the vicinity of permanent residence; the University is located in Florina city, area of Western
Macedonia, and within close proximity to their house. Only two of the interviewees responded that they
chose to enroll in this programme because there is no fee charge. Furthermore, two students decided on
attending the programme as they wish to achieve access to doctoral studies (table 1).
Table-1: themes, categories and codes

THEMES/CATEGORIES CODES

1. Profile First /second year of study

A. REASONS FOR
ATTENDING THE
PROGRAMME

2. professional growth -FUCARPRO = Future career prospects

-QUAPEIS=Extra qualifications in Pedagogical Issues
-UKNSUMA=Upgrading knowledge of the subject
matter
-PEFUCAR=Perspectives in the future career
-STRPROP=Strengthening professional profile
-UTESKME=Updating teaching skills / methods

3. Academic background
-UACAKN=Updating academic knowledge
-ATHEKNO=Acquisition of theoretical knowledge
-IMORALA=Improvement of oral academic language

4. personal incentives -VIPERES=Vicinity of permanent residence

-NOFEE=No fees
PERFULF=Personal fulfillment

PERINPR=personal interest in the specific programme

5. further studies INPHDTH=Interest in working on PhD Thesis

3.2.2. Needs in developing skills

The students stressed the need of developing a range of academic and professional skills and knowledge
relevant to educational context. They are above all interested in acquiring a systematic and coherent body
of knowledge (specialisation of knowledge), teaching specialities, underlying principles and concepts,
undertaking research, comprehending and evaluating new information, concepts and evidence from a
range of sources.

a. Academic skills
The chance to improve certain academic knowledge and skills was a top priority for all students. They had
a marked preference for being trained on issues involving writing assignments on educational issues and
techniques of academic writing and technology literacy. Moreover, the majority of the participants
expect to develop the capacity to reflect critically on professional practice and form balanced judgements
and to enhance access to critical and credible knowledge. Some of them were also interested in
strengthening trans-disciplinarity through the promotion of networking within and between universities, as
well as exchange of students between disciplines

There is the urgent need, for all participants, to develop the skills involved and required in the writing
process: such as information search and filtering, citations, plagiarism and plan for writing, select and
organize the content before writing, review and revise successive drafts, proof-read and peer review. The
emphasis was put on a) introducing students to useful writing techniques and the specifics of academic
language style, b) content organisation strategies, c) acquiring awareness of filtering out information in
order to incorporate the references into research papers.

Furthermore, most of the participants stressed the need of developing oral communication skills (including
the mix of verbal, interpersonal and physical strategies needed to interact confidently and effectively with
a range of audiences) in order to improve their own academic performance and be able to give oral
presentations on various topics and communicate their points effectively.

b. Educational research
On the whole, the interview data revealed a positive response from all students to educational research,
who expressed their desire to develop, design and conduct a research project drawing upon appropriate
methods of data collection and analysis.
Training on a) planning research projects b) carrying out and interpreting a research project for
educational purposes c) preparing a comprehensive literature review of academic research in the field
based on a subject of their choice was much emphasised by all students, so that they could be committed
to research in their area of expertise effectively.

More precisely, all participants would like the programme to cover the areas of identifying a research
issue, exploring the literature, defining a research topic and developing research questions, research
methodologies, quantitative and qualitative research. In addition, the majority of them asked for the place
of theory in research, research methods, and guidance on carrying out a research project and opportunities
for them to participate in various studies.

c. Professional qualifications/skills
Students showed a great preference for acquiring particular pedagogical strategies and tactics and to
engage reflexively with teaching concepts and theories. All students had a marked preference for
familiarising themselves with current developments in education and developing a critical perspective on
these developments in relation to their professional context.

They expected the programme to enable them to develop and broaden their practice through action,
analysis, reflection and debate, and to become more competent and reflective practitioners who contribute
effectively to their community of practice. They stated that they need guidance in developing the ability to
review, consolidate, extend and apply the knowledge and techniques learnt, in a professional context; this
is because most of the participants believed that professional practice includes the application of theory to
practice, the development and refining of practice skills and protocols and the generation of new practices
and applications. Some of them also claimed they need specialized knowledge in teaching multicultural
groups, which they are supposed to teach.
They expected the programme to provide them with a framework for critical analysis of the emerging
concept of Teaching/Learning and the pedagogical and policy issues that arise from attempts to implement
it in practice. Moreover, developing the capacity to use ICT in pedagogically appropriate and effective
ways was a major issue.
A further need expressed by students with respect to their needs was some guidance on classroom
management techniques which would result in more effective teaching. More specifically, they declared
that they need guidance and training on issues involving modern teaching methods and approaches, basic
principles of teaching, guidance on everyday teaching problems and classroom organisation problems and
on new teaching tendencies (table 2 ).
Table-2: themes, categories and codes
B. NEEDS IN DEVELOPING
SKILLS

6. academic skills -WRASPED=Writing assignments on educational issues

-PRECONF=Presentations in conferences
-TEACWRT=Techniques of Academic writing
-COMINTAC=Communication through internet with
the academic community
-CRITHIN=Critical thinking
-INTSTIS=Interdisciplinary study of various issues
-KNEWTEC=Knowledge and skills in New
technologies

7.educational research - METREDIS=methods of researching educational

issues

-REABIBL=Research bibliography

-PAREMRE=Participation in empirical researches

-ELECRES=Electronic resourses
-PLAREPR=Planning research projects
-PLCOREPR=Planning and conducting a research
project
-STATANA=statistical analysis
- DEQLQNS=Design of qualitative and quantitative
studies

8.Professional -AMOTEMET=Application of the modern teaching

qualifications/skills methods in the classroom

-UPKNSUMA=Updating knowledge in subject-matter

-DETEPESK=Development of teaching and pedagogical

skills

-APNETEC=Application of NT in the classroom

-ULATEME=Updating language teaching methods
-PRCLAMA=Principles of Classroom management

-PRESCMA=Pre-school Management
-MULTEDU=Multicultural education

3.2.3. Difficulties - problems

Students presented a suite of difficulties and problems associated with the syllabus of the course, their
obligations, library services and familiarization with IT. These problems consequently impacted
negatively on the learning experiences of the majority of the students, especially the students who attend
the first year of the programme.
The majority of the participants declared dissatisfaction in regard to the syllabus of the programme they
attend, and they mentioned some negative aspects such as inflexibility of the structure of the modules, lack
of organization of the courses/materials, inflexibility of the content of the courses. Two of them had
problems as the courses are specifically oriented towards the subject content and teaching is related in
content to various disciplines. With concern to the difficulty students had in carrying out their obligations,
they felt that they have problems in dealing with a great number of compulsory modules. Some
postgraduate students experience difficulties in composing their assignments and they declared that they
would like to work more closely with tutors and experts, ensuring guidance with their research
endeavours. Under these circumstances, most of them felt pressure during the first year of study,
particularly those who work as practitioners at schools and have to carry out the course obligations at
afternoon. Furthermore, some of the participants declared they had little guidance and supervision from
the part of the academic staff, so in some cases the students, especially those of the first year of the
programme, felt frustrated.
According to a significant number of students the obstacles they faced resulted from the lack of
organisation of the University library. They highlighted a range of problems that they experience when
trying to access resources. There were some criticisms of library services, with the main difficulty being
meeting the need to have access to print and non-print collections, as it seems that the library has limited
collections in both print and non-print format and cannot support learning and research in an appropriate
way. Moreover, they claimed that a range of online resources is not available, so that all students can make
the best use of a wide range of resources (table 3).
Table-3: themes, categories and codes
C. DIFFICULTIES -
PROBLEMS

9. Variety of obligations SPDIFASE=Special difficulties in A semester

-COURATT=A lot of courses to attend

-DICOMASS=Difficulties in completing assignments

-LACGUID=Lack of guidance

10. syllabus
-NINABCOU=No interrelation between the courses of
A-B year

-NLISYCO=No clear link between the syllabus and the

content of the courses
-INFLCOU= Inflexibility of the courses
-MULDISG=Multidisciplinary groups
-LORGCOU=Lack of organization of the
courses/materials

11. library -LACORGL=ack of Organisation

- LAVARES=Lack of Variety of resourses
-HOUOPER=Hours of operation
12. cooperation with the - POATSNE=More positive attitude to students needs
academic staff and cooperation

13.New Technologies - FANTECH=Familiarization with New Technologies

3.2.4. Suggestions

According to the majority of the students the programme of study should be flexible in content and
structure enabling them to choose individually tailor programmes of study. They stated that cooperation
between tutors-students is needed for designing the courses with the ultimate aim to optimize learning
opportunities by means of promoting the development and implementation of a coherent syllabus within
the specific academic context. They believed that postgraduate students must have the possibility to
choose elective subjects across different disciplines, so they can develop a range of skills and knowledge
that meets their needs. Moreover, some students introduced a course that should put emphasis on basic IT
skills and provide students with grounding in software development and basic level of computer literacy.
They suggested that assessment would be undertaken through coursework assignments and presentations
for each module; moreover, certain assessment criteria should be set and fixed deadline for submitting
assignments and for assessed work must be defined from the beginning of the semester.
Furthermore, the Department could provide an active research environment, a supportive framework
within which students can acquire and develop skills required to undertake research successfully and
benefit from interaction with their peers, experienced researchers and current research projects, while at
the same time providing the freedom to develop and explore their own ideas.

Some students proposed a module of research, introducing them to the range of research methods within
the educational studies. They thought that such a learning environment would also enable research
students to make judgements requiring creativity and critical independent thought, accepting that
uncertainty is a feature of the conduct of research programmes. Moreover, opportunities should be
provided for students to participate in all kinds of research work, conferences and symposiums and to
present their works for publishing, in the University editions as well.

Three of them had a marked preference for the programme to provide them with opportunities to a)
exchange and develop ideas and experiences with students and academic staff of other Universities b)
develop peer support networks where issues or problems can be discussed informally (this could include
access to social space provided for the purpose).

Half of the participants suggested the construction of a database containing data for various electronic
databases, reference works and internet resources important to support learning and research. They
declared that provision of adequate learning and research tools including access to IT equipment, library
and electronic publications is absolutely necessary (table 4).
Table-4: themes, categories and codes
D. SUGGESTIONS

14. Research Projects -OPAREAPR=Opportunities for participation in

research projects
-EMREMESA=Emphasis on researching methodology
on specific areas
15. Courses
-RECOMSY=restructure of the components of the
syllabus
-BEORGCOU= better organization of courses
-ASSCRIT=assessment criteria
-EXMAINS=extra materials produced by the instructors
-PRENLEC=Presentations instead of lectures
-FLECOUR=flexibility of the courses
-COTUSTU=cooperation between tutors-students for
designing the courses
- DEXPOBL=definition of explicit obligations
-DSUBASS= deadline for submitting assignments
ERESPAR=emphasis on researching specific areas

16. interaction in the Academic - COIDEABS=Communication and exchanging ideas

community between A and B year students

17.Introductory contact sessions -INORGCO=Information about organization of courses

-INCONCO=Information about the content of courses
- INSTOBL=Information about student obligations

18.Construction of electronic -BAREBIB=Base of relevant bibliography

data base -BASTASS=Base of students assignments

19. services -ACELDABA=access to electronic data base

- BEQUASE=better quality of services

4. Discussion - Concluding Remarks

Through the questionnaires and interviews rich and interesting information was collected on the students
needs and expectations concerning the postgraduate program. The results showed that the majority of the
participants expected a flexible programme of study to meet their professional, academic and general
needs. They believed that the postgraduate studies constitute a process of challenge for the development of
their professional knowledge, skills, competence and interests, a process of reinforcement, which
contributes to the familiarization with new teaching methods and techniques and educational research.
Moreover, particular emphasis was laid on the fact that collaboration between the academic staff and the
students is required and extra academic support and guidance to students is needed.
A significant number of students agreed that postgraduate studies should satisfy the needs as perceived by
the students themselves (Sithamparam and Dhamotharan 1992, p.12; Akon 1991). In addition, there is a
high degree of consensus in students perceptions that postgraduate education and training is needed in the
cluster of items related to researching education and teaching methodology, academic writing and
undertaking a critical review of relevant literature in the field of study. Furthermore, it seems that they
need to receive appropriate training in how technology can be exploited in the classroom. It is expected
that this kind of knowledge would make them feel confident enough in using whatever technical means
available to them, to introduce specific activities that promote the effective use of technology in the
classroom.

They believe that research, academic knowledge, teaching and exchange of knowledge are strongly inter-
related, and are complementary, equally-important missions for postgraduate programmes, which should
ensure an appropriate research environment, adequate facilities and flexible courses, as well access to a
vibrant group of active researchers and fellow students of other postgraduate programmes.

The present study can be considered significant in that it is the first attempt, in the context of Western
Macedonia University, to carry out an analysis of the present/target needs of the postgraduate students. It
is hoped that the results of this study may be valuable in drawing up future plans for postgraduate students
and may also provide a framework for future further investigations involving all stakeholders (instructors,
coordinators, administrators etc) . It could also act as a first step in designing a renewed course for
students enrolled in the first year of study during the academic year 2007-8. The expectations that students
have of the teaching and learning provision of the programme should be incorporated into the planning
and delivery of the course to increase the learning effectiveness and stimulate students active
participation.
As it has already been mentioned, curriculum renewal- which is a participatory decision-making process-
represents one effective way of responding to the evolving needs of students and faculty and is advanced
through the collaborative efforts of faculty, students and programme coordinators.

However, there are certain limitations to the specific study; although it allowed detailed data about
students needs, there remains the question if the academic staff, the coordinators of the policy-makers
perceptions are in line with the students expectations. As a result, there is a further need to a more in-
depth investigation and analysis of the project data within the context of widening participation of all
stakeholders (instructors, coordinators, administrators etc).

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