TY  - JOUR
U1  - Zeitschriftenartikel, wissenschaftlich - begutachtet (reviewed)
A1  - Goeddeke, Anna
A1  - Taschner, Andreas
T1  - Are students barking up the wrong tree? A causal model of factors driving effective student-faculty interactions
JF  - Assessment and evaluation in higher education
N2  - 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.
KW  - student-faculty interactions
KW  - academic entitlement
KW  - faculty gender
KW  - student gender
Y1  - 2023
SN  - 0260-2938
SS  - 0260-2938
U6  - https://doi.org/10.1080/02602938.2022.2097198
DO  - https://doi.org/10.1080/02602938.2022.2097198
SP  - 15
S1  - 15
PB  - Taylor & Francis
CY  - London
ER  -