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The purpose of this article is to build upon previous efforts evaluating the degree to which the discrepancy between student expectations and experiences can result in greater rates of attrition in education. Data were collected from 225 students at a large Midwestern public university and analyzed to assess the discrepancy between expectations and experiences within academic and social domains of higher education. Factor analysis affirmed the hypothesized structure of the responses, and logistic regression results indicated that discrepancies in expectations and experience within social and institutional domains significantly predicted student satisfaction and retention in the second year. An implication of the research is that institutions of higher education may benefit from training students to inculcate more realistic expectations within the institutional and social domains of higher education.

This paper proposes a theoretical, yet practical, framework for managing the formation process of students unrealistic expectations in a college course. Using relational contracting theory, alternative teacher interventions, aimed at effective management of students expectations about the course, are described. Also, the formation of the student entitlement process is examined. Finally, a matrix of remedies for effective management of students' unrealistic expectations is proposed. In conclusion, practical implications of the proposed framework for the advancement of teaching scholarship are outlined. (Contains 2 figures.)

Introduces the multidimensional concept of "timescape" within online education management. Outlines the increasing relevance of time as a strategic variable for educational management, discusses specific dimensions of the timescape construct across different levels of time orientation important to online education, and addresses the research and practice of online education management within the timescape dimensions. (EV)

Applicants for telemarketing jobs were assigned to 4 groups (32 each): (1) standard interview (control group); (2) job-specific realistic job preview; (3) nonspecific expectation-lowering procedure; and (4) both treatments 2 and 3. All three treatment groups had significantly lower expectations but not higher retention. Combined treatment resulted in the largest number of days worked. (Contains 30 references.) (SK)

Addresses the manager's dilemmas and options in resolving emerging latent intergenerational conflict in the contemporary knowledge-rich workplace. Topics include a theoretical framework for generational divide management; the polarization in task requirements; social and environmental factors; differences in employee needs and expectations; and generational subcultures. (Author/LRW)

Presented with ethics scenarios, the majority of 43 accounting and 43 marketing majors perceived themselves less likely to behave unethically than others would. Marketing majors showed significantly higher levels of self-enhancement bias, a difference that decreased as perceived risk increased. (SK)