Be a Good Teacher and Be Seen as a Good Teacher

Abstract

Teaching in a higher educational setting is analogous to service delivery in the business sector. Students, as consumers of professorial output, have needs and wants, which, if better understood, should result in an improved educational experience. The empirical research presented here explores ideas about good teaching that faculty members might heed as they work to better serve students. A model is suggested that may be useful in analyzing teaching approaches, policies, and practices. By considering a marketing model of customer orientation, insights are gained into improved ways of teaching, and students will likely respond more favorably to classes and instructors.

Student Perceptions of Effective Foreign Language Teachers: A Quantitative Investigation from a Korean University

“…The importance of teacher enthusiasm was confirmed by the responses to Item 12 (are enthusiastic about teaching), which recorded a mean score of 6.3. The importance of enthusiasm is also consistent with studies conducted with American business students (Faranda & Clarke, 2004;Desai et al, 2001;Kelley et al, 1991).…”

“…Significant among these are studies conducted with business majors in the United States (Appleton- Knapp & Krentler, 2006;Clayson, 2005;Desai, Damewood, & Jones, 2001;Faranda & Clarke, 2004;Kelley, Conant, & Smart, 1991). Other studies of relevance include investigations of general undergraduate students in the United States (Emanuel & Adams, 2006), and Hong Kong (Kember, Jenkins, & Ng, 2004;Kember & Wong, 2000).…”

The Attributes of Effective Lecturers of English as a Foreign Language as Perceived by Students in a Korean University

“…Prominent among these are studies involving general university student populations (Emanuel & Adams, 2006;Griemel-Fuhrmann & Geyer, 2003;Kember, Jenkins, & Ng, 2004;Kember & Wong, 2000), and business students in the USA (Appleton- Knapp & Krentler, 2006;Desai et al, 2001;Faranda & Clarke, 2004;Clayson, 2005;Kelley, Conant, & Smart, 1991). The few studies from the field of EFL are quite scattered and scarce.…”

“…• develop interpersonal relationships (Chen, 2005;Faranda & Clarke, 2004;Xiao, 2006) • are congenial (Chen, 2005;Faranda & Clarke, 2004) • share personal and professional life experiences (Chen, 2005;Faranda & Clarke, 2004) • listen to students (Desai et al, 2001;Faranda & Clarke, 2004;Park & Lee, 2006;Rammal, 2006) • care (Desai et al, 2001;Faranda & Clarke, 2004) • make themselves accessible for consultation (Faranda & Clarke, 2004) • have a sense of humour (Faranda & Clarke, 2004) • are patient (Desai et al, 2001;Kutnick & Jules, 1993;Payne, 1978;Rammal, 2006) • have a positive attitude towards students (Desai et al, 2001;Faranda & Clarke, 2004;Park & Lee, 2006;Rammal, 2006) Delivery (personal style, communication, methodology. content) • are enthusiastic (Faranda & Clarke, 2004;Kelley et al, 1991;Palmer, 2000) • give clear explanations (Griemel-Fuhrmann, 2003;Kember & Wong, 2000;Kutnick & Jules, 1993) • use good examples (Griemel-Fuhrmann, 2003;Palmer, 2000) • use the students' native language selectively (ELT) (Auerbach,& Burgess 1985;Chen, 2005) • vary their delivery methods (Chen, 2005;Faranda & Clarke, 2004;Gorham, 1987) • encourage group work and participation (Faranda & Clarke, 2004;…”

The Student - as - Customer Metaphor: A Deconstruction Using Foucauldian Constructs

“…The concept was extended from a narrow view of application in commercial business into the broader sense of applying to all forms of organisations, such as churches, social agencies and government agencies (Kolter, 2005). From this position it was inevitable that management within universities would identify students as customers in the belief that education was analogous to the provision of a service in a business setting (Desai, Damewood & Jones, 2001). This paradigm shift had been referred to by Scott (1999) as the marketization of the education process.…”