How do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia

The text questions the assumption of Bologna reform that student-centered learning will improve quality university study. Research conducted on a sample 429 students from various study programs at two faculties University Ljubljana, whom we asked about their reading and habits, showed relying subjective motivation alone is not enough to ensure they read compulsory material thus acquire knowledge only this type can bring. We therefore emphasize in conclusion calling for tied interest may actually have effect putting off related direct or does show directly applicable value. results also are clearly attentive requirements expectations individual faculty member adapt method (and amount study) such way as satisfy these (frequently low) expectations.