Understanding the Rise of Faculty–Student Coaching: An Academic Capitalism Perspective

Jones, Rebecca J.; Andrews, Holly

doi:10.5465/amle.2017.0200

Cited by 16 publications

(6 citation statements)

References 100 publications

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“…Educating (teaching) and being educated (learning) never stops. Teacher‐student relationships continue long after formal schooling ends (Bernacchio, 2018), morphing beyond traditional academic frameworks (Jones & Andrews, 2019).…”

Section: Main Features Of Management Education and Business Schools F...mentioning

confidence: 99%

If MacIntyre ran a business school… how practical wisdom can be developed in management education

Sisón

Redín

2022

Business Ethics Env & Resp

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Section: Main Features Of Management Education and Business Schools F...mentioning

confidence: 99%

If MacIntyre ran a business school… how practical wisdom can be developed in management education

Sisón

Redín

2022

Business Ethics Env & Resp

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“…contracts, grants, industrial and business collaboration), fee policies, online marketing seats and external tuition programs (e.g. faculty-student coaching programs and associations with international corporations and research universities) (Kauppinen, 2012; Jones and Andrews, 2019; Taylor and Bicak, 2020). This socially accepted practice of receiving external “prestige economy” (Rosinger et al , 2016), especially in stratified urban societies, has been progressively amplified.…”

Section: Academic Capitalism Consumerism and Commodification In Highe...mentioning

confidence: 99%

Convergence of educational leadership behaviours and socio-economic status of students amidst academic capitalism, consumerism and commodification

Borde¹,

Arora

Kakoty

2022

SBR

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Purpose The purpose of this paper is to review the literature on academic capitalism, consumerism and commodification (A3C) in higher education. Additionally, this study aims to understand core attributes of educational leadership behaviours with ethical leadership (EL) and transformational leadership (TL) styles can contribute to inclusive and equitable quality education for students belonging to diverse socio-economic status (SES). Design/methodology/approach This paper adopts a literature review methodology initially on themes of A3C, EL, TL and SES, adopting social learning theory and social identity theory. Further, organizational behavioural dynamics related to students and faculty in higher educational institutions are illustrated. Simultaneously, suggestions with practical focus are offered. Findings This paper synthesizes the literature on the convergence of leadership and SES and develops propositions to encourage future inquiry. Further, the study illuminates several attributes of four groups of student populations, namely, “privileged,” “contestant,” “dependent” and “deprived” formed because of this convergence. Research limitations/implications A3C have posed several severe questions for the sustainable development of society. Educational leaders must benefit society, offer equitable opportunities and develop affirmative leadership. Originality/value Leaders with high EL and TL behaviours can considerably contribute to achieve United Nations Sustainable Goals of Quality Education. This paper presents realistic solutions and scrutinizes organizational dynamics because of convergence of leadership and SES. Further, pragmatic leadership development strategies are suggested.

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“…According to Peterson and Hicks (1996, p. 41), coaching is a "process of equipping people with the tools, knowledge and opportunities they need to develop themselves and become more effective". Although this might be what academics intend to do whilst teaching, Jones and Andrews (2019) argue that some researchers have conflated teaching and coaching. In order to avoid conflating the two, four aspects of Turnball's (2009) comparison of coaching and teaching shall be drawn upon and discussed in relation to my teaching.…”

Section: Students Becoming Independent Learners and Finding Their Voicementioning

confidence: 99%

Critical reflections on teaching in a UK university during a pandemic

Paltoglou

Patel

Nerantzi

et al. 2022

oSoTL

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Module leading can be challenging at the best of times, more so during a pandemic. In this essay, we reflect on our professional experience as module leaders and academics. More specifically, we reflect on the role of emotional regulation, coaching and group work in learning and teaching at university, as well as the balance between offering students support and helping them become independent learners and take responsibility for their studies.

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Understanding the Rise of Faculty–Student Coaching: An Academic Capitalism Perspective

Cited by 16 publications

References 100 publications

If MacIntyre ran a business school… how practical wisdom can be developed in management education

If MacIntyre ran a business school… how practical wisdom can be developed in management education

Convergence of educational leadership behaviours and socio-economic status of students amidst academic capitalism, consumerism and commodification

Critical reflections on teaching in a UK university during a pandemic

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