Literaturnachweis - Detailanzeige
| Autor/inn/en | Goeddeke, Anna; Taschner, Andreas |
|---|---|
| Titel | Are Students Barking up the Wrong Tree? A Causal Model of Factors Driving Effective Student--Faculty Interactions |
| Quelle | In: Assessment & Evaluation in Higher Education, 48 (2023) 4, S.566-580 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Goeddeke, Anna) ORCID (Taschner, Andreas) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2022.2097198 |
| Schlagwörter | Foreign Countries; Causal Models; Teacher Student Relationship; Interaction; Business Schools; Help Seeking; College Students; College Faculty; Expectation; Teacher Characteristics; Gender Differences; Outcomes of Education; Germany |
| Abstract | Student--faculty interactions that promote learning are essential contributors to student retention, academic success and satisfaction. But the factors that causally initiate and frame these interactions are not well understood. Only if students evaluate these interactions as positive will they seek them. We conducted a survey experiment with students (n = 375) from a tuition-fee-free German business school, using conditional process analysis to assess which factors frame effective interactions. We focus on out-of-classroom standard and non-standard requests that students make to faculty, then investigate how faculty and student gender and students' academic entitlement influence the interaction. Our study examines how students evaluate the interaction with faculty: when they seek interaction, their expectations of getting their requests approved, and their disappointment when their requests are declined. We find a significant influence of the request type along with moderating effects of faculty gender, student gender and student entitlement, particularly for non-standard work requests. We conclude with policy implications for university management: developing target-group-specific measures that facilitate the desired and positively evaluated student--faculty interactions might benefit all university stakeholders. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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