Table 3 Initial codes of students... | Emerald Publishing

Table 3

Initial codes of students perspectives

Attitudes and perceptions	Mixed feelings about going gradeless due to dual identity as students and working professional in education Optimism about going gradeless to promote genuine learning Pessimism about going gradeless due to realistic and actual resistance from various stakeholders Unchanged motivation regardless of grading system
Motivations and drivers	Grade as main motivation Grade association with effort Grade-driven behaviors Grade as reward for hard work Gradeless system to promote gradeless learning
Academic and career impact	Academic risk-taking and exploration Career development of students Good GPA association with landing on good jobs Indicators for employers to identify good candidates Benchmarks for school to compare students
Cultural and institutional factors	Grade-centric culture influence Grade tradition Mainland influences Resistances from intuition, parents, instructors and students
Learning environment	Multiple commitments of postgraduate students Competitiveness of students with good grades Competition among students High-stakes exams Performance-oriented learning approach Difference in student personalities and study habits
Benefits and challenges	Energy saving for future learning External push is required for some students Impact of going gradeless differs in different level Going gradeless promotes lifelong learning More collaborations between students Significant stress reduction for students
Recommendations	How gradeless system needs to be carefully implement Grading policy risk-taking for the first university to take action in Hong Kong

Source(s): Author’s own work