From functioning communality to hostile behaviour - students' and teachers' experiences of the teacher-student relationship in the academic community

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http://hdl.handle.net/10138/310744

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Asikainen , H , Blomster , J & Virtanen , V 2018 , ' From functioning communality to hostile behaviour - students' and teachers' experiences of the teacher-student relationship in the academic community ' , Journal of Further and Higher Education , vol. 42 , no. 5 , pp. 633-648 .

Title: From functioning communality to hostile behaviour - students' and teachers' experiences of the teacher-student relationship in the academic community
Author: Asikainen, Henna; Blomster, Jaanika; Virtanen, Viivi
Contributor: University of Helsinki, Life Science Education
University of Helsinki, Life Science Education
University of Helsinki, The Centre for University Teaching and Learning (HYPE)
Date: 2018
Language: eng
Number of pages: 16
Belongs to series: Journal of Further and Higher Education
ISSN: 0309-877X
URI: http://hdl.handle.net/10138/310744
Abstract: Teacher support is an important factor affecting academic and social integration into the university. However, studies have been very scarce concerning both students' and teachers' experiences of their relationship in higher education. The purpose of this study is to examine students' and teachers' experiences of communality and interaction as well as the support given by teachers in the academic community. A total of 68 teachers and 104 students participated in this study by answering both Likert-scale and an open-ended question. The results show wide variation in both students' and teachers' experiences. The experiences varied from descriptions of a good and functional communality to a gap between teachers and students or even hostile behaviour towards students. Five main categories emerged from the data: (1) functioning interaction and communality, (2) good quality contacts between students and teachers, (3) variable experiences of interaction and communality, (4) low quality interaction and communality, and (5) dysfunctional contacts between students and teachers. The results indicate that teachers experience the support given to students more positively than the students. In addition, the results concerning the open-ended question also indicated that teachers experience the communality and interaction between teachers and students more positively than the students. More attention should be given to the teacher-student relationship at the higher education level. In addition, general skills such as ability to interact with others and social behaviour should be emphasised to a greater degree when recruiting staff.
Subject: 516 Educational sciences
Academic community
higher education
students' experiences
student integration
teachers' perceptions
teacher-student relationship
2-YEAR COLLEGE-STUDENTS
SOCIAL INTEGRATION
HIGHER-EDUCATION
SELF-EFFICACY
PERSISTENCE
RETENTION
ORIENTATIONS
PERFORMANCE
CONGRUENCE
PREDICTORS
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