The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors

Alt, Dorit; Itzkovich, Yariv

doi:10.1007/s10734-018-0281-y

Cited by 22 publications

(17 citation statements)

References 40 publications

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“…Furthermore, the climate of rapid change within higher education over the past two decades makes it more likely that subgroups will not share civility norms. Traditional, lecture-style classrooms invest normative power and the authority to define expectations and assess outcomes entirely in the faculty member, no matter what the consensus of values and norms may be among the diverse students within the classroom (Alt & Itzkovich, 2019 ; Biggs & Tang, 2011 ). As ever-increasing numbers of once excluded student perspectives enter into higher education institutions, the literature registers the backlash against those who fail to maintain traditional norms.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Lippmann et al ( 2009 ) use the term “student entitlement” to describe students who come from newly affluent segments of the population and who reject the view of faculty as “intellectual leaders who are to be respected” (p. 200). Newer studies point to power differences and distances between students and faculty as causes of incivility in higher education and look toward models of shared authority and increased communication within the classroom as potential pathways forward toward both greater civility and improved learning environments for both faculty and students (Alt & Itzkovich, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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An Analysis of the Perceptions of Incivility in Higher Education

et al. 2022

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The aim of this study was to understand how incivility is viewed across multiple academic programs and respondent subgroups where different institutional and cultural power dynamics may influence the way students and faculty perceive uncivil behaviors. This study used the Conceptual Model for Fostering Civility in Nursing Education as its guiding framework. The Incivility in Higher Education Revised (IHE-R) Survey and a detailed demographic questionnaire were used to gather self-assessment and personal perspective data regarding incivility in the higher education setting. This approach aspired to collect a comprehensive perspective of incivility in higher education. With data from 400 students and 69 faculty, there was limited agreement between faculty and student participants about perceptions and experiences with incivility. Faculty and students did agree that the solution to incivility may be found with the creation of a code of conduct that defines acceptable and unacceptable behavior, role-modeling professionalism and civility, and taking personal responsibility and standing accountable for actions. Despite significant differences in participants’ perceptions of incivility, they shared common solutions. With a shared goal, faculty and students can work toward cultivating civility in higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

An Analysis of the Perceptions of Incivility in Higher Education

et al. 2022

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“…The emotions at interest here are emotions such as awe, anger, and shame. In existing models, empowerment is identified as an important aspect of studentteacher relationships for Hargreaves (2001) and was central to teacher incivility for Alt and Itzkovic (2019). In the QTI, it is represented in terms of dominance-submission.…”

Section: Awe Disdainmentioning

confidence: 99%

“…First, many of those working from a communication studies perspective (e.g. Alt & Itzkovic, 2019;Boice, 1996;Witt et al, 2004) describe these relationships in terms of teacher behaviours that can be interpreted in terms of immediacy. But there is a growing recognition in the wider literature that it is not the teacher behaviour itself which should be the focus of attention but rather the emotional response to that behaviour by the student.…”

Section: Introductionmentioning

confidence: 99%

Rethinking student-teacher relationships in higher education: a multidimensional approach

Tormey

2021

High Educ

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Student-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power—as well as the development of a range of multidimensional models of social relationships—all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers.

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“…Faculty may sometimes engage in unethical and uncivil teaching approaches (Carrillo et al, 2019 ; McNeill et al, 2016 ). For instance, faculty may exhibit overly authoritarian-based behavior toward students, embed ideological bias into the course curriculum and grading process, and engage in acts of moral turpitude, such as teaching while intoxicated or starting inappropriate relationships with their students (Alt & Itzkovich, 2015 , 2019 ; Carrillo et al, 2019 ). Other faculty may offer students easier assignments and superfluous compliments to receive positive student evaluations, or, on the contrary, they could provide rude or inconsistent feedback and not be available to students (McNeill et al, 2016 ; Mohammadipour et al, 2018 ; Roberts, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Character Strengths and Ethical Engagement in Online Faculty

Greenberger

Milliken

2021

J Acad Ethics

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In this study, the researchers investigated the relationships between character strengths and ethical engagement in online faculty. One of the ethical duties for higher education faculty is to engage in effective teaching practices. As online higher education becomes increasingly popular, online faculty also bear this duty. Numerous studies have shown that character strengths cultivate ethical behavior. Hence, we sought to determine the relationship between character strengths and ethical engagement in online faculty. Specifically, we focused on intellectual character strengths, interpersonal character strengths, and emotional character strengths because of their relevance to online faculty's teaching practices. Through correlational analyses, we learned that interpersonal and emotional character strengths were positively and moderately related to ethical engagement, whereas intellectual character strengths were weakly related to ethical engagement. The findings of this study provide insight into online faculty's character strengths and ethical engagement. However, further research is needed to understand the role of character strengths and ethical engagement in promoting effective teaching practices in online higher education classrooms.

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The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors

Cited by 22 publications

References 40 publications

An Analysis of the Perceptions of Incivility in Higher Education

An Analysis of the Perceptions of Incivility in Higher Education

Rethinking student-teacher relationships in higher education: a multidimensional approach

Character Strengths and Ethical Engagement in Online Faculty

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