Exploring the Consequences of Right-to-Know in Teaching from the Undergraduate Chinese Student’s Perspectives

Student’s Right-to-Know (SRK) in teaching includes student’s rights to know about the learning objectives, processes, procedures, university facilities and services, and educational and ethical requirements of the higher education institutes. However, as far as the review of the associated studies, Chinese undergraduate students’ perceptions of the consequences of SRK in teaching and its importance have yet to be well explored. Therefore,this qualitative (phenomenological study) aimed to investigate the Chinese undergraduate ’students’perceptions of the educational, social, and individual consequences recognition of the SRK by the universities in China. The informants (25 undergraduate students) were selected through purposive sampling, and the data were collected through interviews with the informants. The interviews were transcribed verbatim and analyzed using available, selective, and axial theme analyses. Findings revealed that the recognition of SRK in teaching is accompanied by four main themes: educational, social and political, administrative, and individual consequences, each consisting of several sub-themes. Findings have theoretical and practical implications on consumers of higher education, including university staff, teachers, and students.