The situation of teacher student relationship in higher vocational college. Fastening on strict management, lack of necessary humanistic concern and. Jun 2, Friendships can blossom naturally between scholars and students, but are they always problematic? So how should academics manage the boundaries? believes that “the relationship between a student and an academic needs exist if it weren't for university lecturers sleeping with their students”: his. A student relationship management model will be proposed and discussed as comprising three basic This is not easy however as universities, deeply rooted in the traditional mission and cooperation of both the teacher and student.
Prior investigations of the concept of TSR have originated from various research traditions, including educational and psychological theories and communication research. This review focuses exclusively on research from an educational or psychological perspective. Following a brief description of the literature search methodology, the article is organised in four parts. First, we address the quality of TSR in higher education.
Second, we examine studies that have explored the consequences of TSR, focusing on the effect of TSR on students, as teacher effect is almost absent from empirical research.
Teacher–student relationship at university: an important yet under-researched field
Third, we discuss empirical work focusing on the development of TSR and describe how interactions, their frequency and quality may contribute to that process. Fourth, we present a heuristic framework that brings together the aforementioned, and propose an agenda for future research on TSR. Methodology The selection of relevant literature consisted of two phases. First, a systematic search was undertaken through selected databases in education, psychology and social science ERIC, Psyndex, Psych Info.
Second, a snowball procedure involving follow-ups on some of the references cited by the studies identified in the initial search was applied. The inclusion criteria used in this two-phase approach were that papers had to: The quality of TSR In this section, we discuss the conceptual and operational problems associated with the concept of TSR in higher education. This is followed by an examination of the multi-dimensional and context-dependent nature of TSR.
We then review empirical studies that have addressed various aspects of the nature of TSR. Conceptualisation and operationalisation difficulties Conceptualising TSR in higher education is not easy, as the field is under-explored and multifarious.
This has resulted in several empirical studies that have operationalised TSR in higher education very differently, making it difficult to analyse them as a unified group and draw comparisons.
Secondly, the few studies that have de facto focused on TSR as the variable-of-interest are primarily qualitative. They provide fruitful insights into, for instance, teacher and student perspectives on positively or negatively experienced TSR e.
Thirdly, in investigating TSR, much of the literature focuses on teacher-student or faculty-student interactions, without describing the quality of TSR. In several studies, the frequency of interactions was the main focus of investigation for an overview, see Lamport, Generally, investigations of the frequency of teacher—student interactions show that the more often students have out-of-classroom interactions e.
Not all instances of interactions with university teachers are necessarily positive in nature, and thus do not automatically lead to positive outcomes. Furthermore, as Baumeister and Leary argued, interactions must be distinguished from relationships.
Although some more recent empirical studies have made valuable attempts to assess the quality of teacher—student interactions e. Accounting for the multi-dimensionality and context-dependency of TSR Despite the aforementioned difficulties in comparing research findings, studies on TSR in higher education provide some initial insights into its quality.
From the school research, it is clear that TSR cannot be conceptualised as a one-dimensional construct; rather, it is multi-dimensional in nature. What if the student had mental health issues? Most UK universities take the middle road between prohibiting such relationships — as in the medical profession, where doctors are not allowed to have intimate relations with their patients — and the anything-goes option.
Staff who enter into any kind of sexual relationship with a student must disclose this fact to human resources so that conflicts of interest are prevented — they are not allowed to teach, grade or supervise the student. There are, however, some institutions where the guidelines are more vague, and my employer is one of them.
Students dating lecturers: Why, how, and what are the consequences? - Study International
It seemed that the university was OK with him putting photographs of himself and scantily clad female students on Facebook. He was also Facebook friends with a lot of students and frequently socialised with them. This seemed to create expectations in students of a certain kind of camaraderie.
They expected really good grades — and got them. Those who did not — and that was most of us — could expect dismal module evaluations at the end of the semester.
Students dating lecturers: Why, how, and what are the consequences?
They made a formal complaint to the university. He was later fired. He disappeared, as though in a cloud of smoke, nowhere to be found — even on the departmental website.
Visiting lecturers were drafted in to cover for him, the rest of us added his administrative duties to our already overwhelming workload, and the department suffered. The sector needs to rethink its approach to regulating staff-student intimate relationships.