University guidance and the dialogue with students' expectations

Abstract

Starting from a literature review, we explore the role of guidance in higher education and its dialogue with university students' expectations. In the light of these considerations, we then analyze the experience of Formative Tutoring, a guidance and tutoring program offered at the University of Padua, which supports first-year students to promote context adaptation, academic success and the development of their own educational and professional project, with a focus on guidance, development and educational accompaniment. In line with the stimuli proposed by the literature, an analysis of the expectations of the participants in the Program will be proposed, with the aim of reflecting on the alignment between these expectations, the actual offer of the program and the stimuli from the literature about guidance.