The Role Obligations of Students and Lecturers in Higher Education

Abstract

The current discussion of consumerism in higher education focuses largely on what the providers are obliged to do for the consumers, against the background of rising tuition fees. This framework does not always sit comfortably with lecturers in the context of a learning and teaching relationship, as it appears to ignore the reciprocal obligations lecturers and students have to one another. The purpose of this article is to offer an alternative view of what lecturers and students are obliged to do in the learning and teaching relationship, if learning is to be effective. I argue, drawing on Aristotle's function argument, that both students and lecturers in higher education have moral role obligations; that these moral role obligations are derived from the functions of the roles being voluntarily undertaken by each party; that therefore, by ascertaining the functions of a student and of a lecturer, both a descriptive purpose and a normative purpose will be revealed for each; and that using moral role obligations as a basis for the student/lecturer relationship offers a less contentious alternative to the consumerist model.

Affect and ipsative approaches as a counter to pedagogic frailty: the guardian of traditional models of student success

“…The idea that Higher Education is seen as a place of challenge for learners where they are confronted by troublesome knowledge (Perkins, 2006; designed to stretch their thinking and facilitate their understanding is no longer universally acceptable. (Delucchi & Korgen 2002;Land, 2017;Williams, 2013; Instead we are confronted by students who 'expect' the success they are paying for (Delucchi & Korgen, 2002;Regan, 2012;Shepperd, 1997), and an academic body that is increasingly reluctant to push learners into uncomfortable and troublesome places for fear of 'upsetting' them (Kinchin, 2015). The resultant risk averse culture that is emerging seems to be at odds with the demands of employers who want creative, flexible, critical thinking graduates who are responsive to the demands of an ever-changing professional landscape (Barrie, 2006;Butterwick & Benjamin, 2006).…”

Studentas – universiteto klientas ar akademinės bendruomenės narys?

“…A. Regan (2012) savo tyri me analizuoja studentų požiūrį į studijas per asmeninę jų atsakomybę atliekant studento vaidmenį. S. Cardoso, T. Carvalho, R. San tiago (2011) tyrinėjo studentų veiklą nuo aktyvaus veikėjo iki paslaugų vartotojo.…”

“…Student role transformations have been analysed through several aspects. Regan (2012) analysed students' approach to studies through their personal responsibility when performing the role of a student. Cardoso, Carvalho and Santiago (2011) researched students' activity from active participant to service consumer.…”

The Impact of Taiwanese College Students’ Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits

“…Furthermore, student outcomes in learning tasks will influence their motivation, engagement and achievement, thus forming up individual role identity (Chavez, 2007). Namely, students' role identity does not exist in their psychological perceptions, but develops from the teaching-learning process, which should not only be in conformity with students' self-expectations, but also the teachers' expectations (Regan, 2012). In this study, learners' cognitive development with regard to self-identity is seen as subject to social relationships, including teacher-student interactions inside and outside the classroom and participation in learning tasks.…”