Pro-student governance in academic institutions: Behavior shift from students' expectation versus reality on academic institution services

Abstract

This research explores the psychological dimensions of governance in higher education institutions, focusing on how students’ perceptions and experiences shape their behavior and engagement. Through a qualitative exploratory design, the study investigates the impact of governance practices on student trust, motivation, and participation, drawing on Social Comparison Theory, Reactance Theory, and Attribution Theory. The study, conducted with 40 students in the Philippines, reveals that students perceive governance as effective when it is transparent, inclusive, and responsive to their needs. Conversely, rigid and unresponsive governance leads to frustration, disengagement, and a sense of alienation. The findings highlight the importance of aligning governance practices with student expectations to foster a supportive and thriving academic environment. Future research could expand on these findings by incorporating perspectives from other stakeholders, such as faculty and administrators, to further refine and enrich our understanding of effective governance in higher education.