Assessing the value of managing the psychological contract of 1st year psychology students

The psychological contract has been identified as a significant predictor of retention in higher education (Charlton Barrow & Hornby-Atkinson 2007).

This project sought to assess the impact of an 'intervention' designed to manage the psychological contract between 1st year undergraduate students and their tutors in the context of an evolving student-centred programme of personal and professional development planning (PAD). An action research plan is adopted. The main study will comprise an action research approach.

The findings reveal variations in the expectations of both staff and student samples as well as gaps between what staff amd students expect in terms of the student/HE relationship.