Nontraditional student expectations and progression: a game theory approach

In this paper it is suggested that a tension may exist between student and institutional expectations of the teaching and learning environment. This conflict may well hinder the progression of the student. A co-evolutionary approach could help to resolve this conflict. The factors that hinder or help progression are encoded in the chromosome, with each factor having different weightings. The random generation of these factor values are used for the payoff in the decision matrix that exists between students and the institute. Utility functions are used to evaluate the effectiveness of each round of the decision matrix, with higher utilities surviving to the next round. This co-evolutionary approach may help institute management appreciate those factors that the student cohort considers important, while the student may develop a better understanding of the requirements for academic study.