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Are students barking up the wrong tree? A causal model of factors driving effective student-faculty interactions

  • 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.

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Metadaten
Author of HS ReutlingenGoeddeke, Anna; Taschner, Andreas
DOI:https://doi.org/10.1080/02602938.2022.2097198
ISSN:0260-2938
eISSN:1469-297X
Erschienen in:Assessment and evaluation in higher education
Publisher:Taylor & Francis
Place of publication:London
Document Type:Journal article
Language:English
Publication year:2023
Tag:academic entitlement; faculty gender; student gender; student-faculty interactions
Page Number:15
DDC classes:370 Erziehung, Schul- und Bildungswesen
Open access?:Nein
Licence (German):License Logo  In Copyright - Urheberrechtlich geschützt