Breaking the tyranny of office hours: Overcoming professor avoidance
Breaking the tyranny of office hours: Overcoming professor avoidance
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DOI：
10.1080/03043797.2019.1592116
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发表时间：
2019-03-26
影响因子：
2.3
通讯作者：
Berger, Edward J.
中科院分区：
文献类型：
--
作者：
Briody, Elizabeth K.;Wirtz, Elizabeth;Berger, Edward J.
研究发现，师生互动（FSI）对学生有许多积极的好处，包括学术支持、专业发展、指导和职业规划。研究密集型大学的师生互动水平在高等教育中最低。本文采用定性方法来探讨教师、学生和工作人员对师生互动的看法，特别是在一所研究密集型美国公立大学中发生在课堂外的互动。我们认为，在严格的等级组织文化中，教师和学生之间基于不平等地位的社会距离是 FSI 的一个关键障碍。然后我们讨论了我们研究中的一些教师用来减少与学生的社交距离以增加 FSI 的方法。
Studies have found that Faculty-Student Interaction (FSI) has many positive benefits for students including academic support, professional development, mentoring, and career planning. Research-intensive universities exhibit the lowest levels of faculty-student interaction within higher education. This article utilises qualitative methods to explore faculty, student, and staff perceptions of faculty-student interactions, particularly those that take place out of the classroom, at a research-intensive public U.S. university. We identify social distance between faculty and students based on unequal status within a rigid, hierarchically-organised culture as a key barrier to FSI. We then discuss methods that some of the faculty in our study used to mitigate their social distance with students in an effort to increase FSI.