In everyday language, the word ideal is typically used to describe our dreams and aspirations, such as the ideal house, holiday, job and car. Most people will have some ideas or imaginings about these ideals, which are riddled with expectations. The notion of ideal can also be applied to social roles and positions, for example, the ideal candidate, citizen, partner, teacher and of course, the ideal student.

Thinking about the ideal student

The ideal student can be seen as a working concept which aims to promote a more transparent conversation about the explicit, implicit and idealistic expectations of students in an educational context. And our expectations of learners are likely to vary across different social contexts and settings, especially by level of study, such as in primary, secondary and tertiary education.

Our work is situated in the higher education context. As the global higher education sector moves towards a market system that promotes consumer rights and student satisfaction, it is crucial that expectations of university students are clearly communicated between educators and learners, to avoid discrepancies in expectations that can negatively contribute to student experiences and outcomes.

The importance of explicitness and transparency

We know that implicit and occluded expectations of students have long disadvantaged those who struggled to understand or ‘play’ the higher education game, especially students from disadvantaged backgrounds. Existing studies have explored inequalities of gender, social class and ethnicity, as well as issues of access, retention, transition into university and students’ identity struggles in ‘becoming’ a university student.

As students’ own social background can generate specific experiences, challenges and opportunities, we believe that the concept of an ideal can provide students, especially those less familiar with higher education, with a clearer and more accurate understanding of what is valued and expected at university. The concept of the ideal student has the potential to reduce the uncertainty that students may have about what teachers expect from them. This is important to communicate as unfamiliarity with the expectations and idealisms of higher education can contribute to or exacerbate existing social inequality.

From minimum to desirable expectations

We may have a clearer sense about our minimum expectations of students, as these are often also written in policies related to academic engagement and progression. But what if we shift the conversation from what the lowest acceptable level expected of students to what would be ideal and desirable? In other words, what learner characteristics are valued and rewarded, by teachers as well as students? An understanding of the ideal student allows us to recognise and even challenge our preconceptions of what it means to be a student.

In our conceptual paper, we argued that the concept of the ideal student provides a platform for expectations of students to be shared, discussed and negotiated. We stressed that being ideal is not the same as being perfect, in the sense of flawlessness, because an ideal student can also leave room for future improvements or progress.

Our working definition thus far is underpinned by the keywords of desirability, imperfection and realism as we proposed that the ideal student constitutes the desirable but realistic expectations of students in higher education. More importantly, ideal is not about perfection, nor being the top or the best in terms of assessment.

Our earlier research on the views of university teachers identified specific personal and academic skillsets that are desirable of students. These include preparation, engagement and commitment, as well as being critical, reflective and making progress. The ability to achieve high grades, interestingly, is rarely mentioned by respondents as important.

The value for students and teachers

For students, we hope the concept will offer an indication of the type of student characteristics that are valued, by teachers and fellow students. It is also an opportunity to self-develop, negotiate and embody these attributes, if considered realistic and desirable.

For teachers, the concept of the ideal student can promote reflection on the student features that are most appreciated, recognised or even rewarded.

Ultimately, the concept of the ideal student aims to promote transparency and explicitness about the desirable characteristics in students, so that students, especially from underserved backgrounds, are not disadvantaged due to their unfamiliarity and inability to play the education game.

Research into the ideal student

In our book, The Ideal Student, we explore how this concept operates at the individual and collective level, especially between students and university teachers, and across disciplines and institutions.

Once we have a greater understanding of the ideal student, differences in expectations of students can be appropriately addressed. However, until an honest conversation takes place about our respective ideal students, we should remain wary of the missed opportunities to maximise the impact of the support that is available to students.