Constructing the caring higher education teacher: A theoretical framework

Walker, Caroline; Gleaves, Alan

doi:10.1016/j.tate.2015.11.013

Cited by 94 publications

(80 citation statements)

References 44 publications

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“…In the environment of higher education, a pedagogy of care is a more recent area of attention (O'Brien, 2010;Slate et al, 2011;Thayer-Bacon and Bacon, 1996;Walker and Gleaves, 2016). Given the emphasis in higher education as more professional and less "nurturing," some have expressed skepticism that caring should be a central component of the role of faculty at colleges and universities (Varallo, 2008).…”

Section: Teaching Caring and Student Successmentioning

confidence: 99%

‘If They Don’t Care, I Don’t Care’: Millennial and Generation Z Students and the Impact of Faculty Caring

Miller

Mills

2019

JoSoTL

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This article draws on a qualitative study of 31 Millennial and Generation Z students to examine the meaning of teacher "caring" in a higher education context. Prior research clearly documents the importance of caring to student engagement, although much of that scholarship focuses on secondary schooling. Research also examines the changing demographics of higher education and new expectations brought to college classrooms by Millennials and others. In this article, we connect the existing research on caring and on generational differences to explore how traditional-aged undergraduates define caring and the degree to which that impacts their willingness to learn. Our findings indicate that students value approachability and relatability as traits in a caring professor; we also find that in-class pedagogical practices can dramatically demonstrate care or lack thereof. Our research suggests that the student success agenda in higher education must take in-class teaching practices seriously in order to impact students' engagement and motivation to learn.

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Section: Teaching Caring and Student Successmentioning

confidence: 99%

‘If They Don’t Care, I Don’t Care’: Millennial and Generation Z Students and the Impact of Faculty Caring

Miller

Mills

2019

JoSoTL

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“…This suggests that a caring attitude of HE teachers may not necessarily be positive, as it comes with individual costs for the teacher (e.g. a higher workload) and with students capitalizing on this attitude (for a conceptualization on the caring HE teacher, see Walker & Gleaves, 2016).…”

Section: Discussionmentioning

confidence: 99%

University Teachers’ Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences Across Cultural-Educational Contexts

Hagenauer

Gläser‐Zikuda

Jones

2016

FLR

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“…There is growing consensus that high quality teaching is not just about high quality presentation of content, nor just about the implementation of high-quality teaching skills. High quality teaching is fundamentally about affording high quality learning for students (Ramsden, 1992) in a caring environment (Cooper, 2004;Walker & Gleaves, 2015). Pozo-Munoz, Rebolloso-Pacheco, and Fernandaz, (2000) stated that 'teaching staff are key actors in a university's work' and students always prefer those teachers who they think care for them.…”

Section: Role Of Lecturers and Caring Teachingmentioning

confidence: 99%

A qualitative investigation into the reasons for low academic achievement of international students in a private college

Bist¹,

Smith²,

Davies³

2019

IJHEM

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Although several academic studies have explored international students' academic issues in the host country, most explored either academic achievement or improving learning, teaching and assessment practices in isolation, not in concert. This study triangulates students' academic issues, learning, teaching and assessment practices used by their lecturers, and the service provision at the host institution in tandem. Specifically, we investigated the factors affecting the academic performance of first-and second-year international students studying at a private higher education provider in London, UK. To establish the extent of Low Academic Achievement (LAA), briefly, where students do not meet the learning outcomes in any summative assessment, examination board data were examined. Two student focus groups were established, and eleven lecturers involved in teaching international students were interviewed. Data were analysed using Nvivo8. The results revealed that international students experience language, socio-cultural and financial difficulties, and they must adapt to a new educational environment and find it difficult to adjust to the teaching style of their host country. Nonetheless, learning approaches of the students can be mobilised, developed and utilised in a constructive environment. Student-centred approached are preferred by the students in the classroom and use of alternative assessments was recommended by the lecturers, especially in the transitionary phase. IntroductionThis study aims to investigate the reasons for Low Academic Achievement (LAA) of first and second year international students studying at a private higher education college in London by examining (a) factors that influence international students' academic behaviour (SAB), (b) students' and lecturers' perception of learning, teaching and assessments practices used at the institution, and (c) professional services at the institution.The academic achievement of some first-and second-year students was not strong, and many were struggling to complete their programme of study. The non-completion of programs by first-and secondyear students was significantly affecting the overall progression and achievement rates at the College and this was a serious concern for the College's senior management team.LAA is a complex and multifaceted concept; there is much debate as to the factors which may influence it, and as a result no single definition of LAA exists. Every stakeholder in higher education (e.g., students, government, professional bodies and various providers) has its own view of LAA and sees the issues through their own particular lens. students fail to meet all the learning outcomes of the modules studied and therefore do not pass all the modules in an academic year and therefore do not complete their programme'. College, Staff and Student BodyThe institution where this research was carried out has a 200-year history. The institution began as school and developed into an English language College; however, since 1998 it has grown into a la...

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Constructing the caring higher education teacher: A theoretical framework

Cited by 94 publications

References 44 publications

‘If They Don’t Care, I Don’t Care’: Millennial and Generation Z Students and the Impact of Faculty Caring

‘If They Don’t Care, I Don’t Care’: Millennial and Generation Z Students and the Impact of Faculty Caring

University Teachers’ Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences Across Cultural-Educational Contexts

A qualitative investigation into the reasons for low academic achievement of international students in a private college

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