Why lecturers still matter: the impact of lecturer-student exchange on student engagement and intention to leave university prematurely

Farr‐Wharton, Ben; Charles, Michael B.; Keast, Robyn; Woolcott, Geoff; Chamberlain, Daniel

doi:10.1007/s10734-017-0190-5

Cited by 42 publications

(41 citation statements)

References 38 publications

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“…Student engagement is a broad concept (Di Battista et al 2014;Farr-Wharton et al 2018). Promoting engagement is a global issue and of educational importance for developed countries (Coates 2010;Zepke 2015).…”

Section: Student Engagementmentioning

confidence: 99%

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Alumni loyalty drivers in higher education

et al. 2019

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Alumni can be of enormous value for higher education institutions because of the time and money they can spend on their former institution. Going beyond prior research that has as yet mostly considered alumni giving, this study focuses on exploring drivers for non-monetary alumni behavior (i.e., alumni loyalty). Modeling analysis was conducted on 152 alumni responses from two Dutch universities of applied sciences. Based on social exchange theory, a structural equation model was tested in which relationship quality dimensions were associated with student engagement, which in turn were related to alumni loyalty. Findings showed that the relationship quality dimensions of trust in benevolence and affective commitment had a statistically significant positive association with the student engagement dimensions absorption, dedication and vigor, and with alumni loyalty. The findings of this study support the importance of relationship quality dimensions in higher education for initiating long-lasting relationships with students even after their graduation, and for establishing non-monetary contributions in terms of alumni loyalty.

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Section: Student Engagementmentioning

confidence: 99%

“…In line with recent studies (e.g., Farr-Wharton et al 2018), in this study the definition by Schaufeli et al (2002) that focuses on students' studying experience is adopted. In these terms, student engagement is a positive, fulfilling, study-related state of mind that is characterized by vigor, dedication, and absorption.…”

Section: Student Engagementmentioning

confidence: 99%

Alumni loyalty drivers in higher education

et al. 2019

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“…These mutual values which evoked care of another person were exhibited via lecturers' responsiveness and acceptance of the students' plight, beside how lecturers respectfully explored problems. Lizzio et al (2007) suggest this congruence when lecturers embody the vocational values they teach, can assist students to identify more readily with lecturers, easing a willingness to collaborate and receptiveness to suggestions that might aid learning abilities (Farr-Wharton et al 2018).…”

Section: Comprehensive Understandingmentioning

confidence: 99%

Social justice, capabilities and learning support provided by lecturers: A phenomenological-hermeneutic study

Deering

Williams

2019

Nurse Education in Practice

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Acknowledgements: NoneFunding Source(s): None ACCEPTED MANUSCRIPT 1 Social justice, capabilities and learning support provided by lecturers: a phenomenological-hermeneutic study.Highlights:• Capabilities are part of a social justice theory.• Capabilities are opportunities that shape abilities, towards valuable outcomes.• Capabilities were explored in lecturers' learning support.• Interpersonal methods assisted students, such as lecturers' curiosity.• Lecturers relations with students created opportunities to learn. AbstractMany student nurses require additional support to undertake university level education. Lecturers are well placed to deliver learning support, which may enrich attainment with assignments. Yet fairness in how support is offered, for example if it is accessible and enables learning abilities, may impact on its utility. This study examined these aspects, exploring capabilities of learning support provided by lecturers.Capabilities are a feature of social justice theory and involve having opportunities that shape abilities, to achieve, or strive for outcomes people value. Hence, identifying capabilities of learning support may enlighten what develops equity in how students are able to utilise lecturers' support and develop their abilities to learn.A phenomenological-hermeneutic research approach was adopted, employing focus groups to explore lived experiences of learning support provided by lecturers.Capabilities were located within the social contacts of students and lecturers, identified as themes; 'collaborative relationships', 'making space for learning', and 'modelling'. Findings were consolidated illustrating lecturers' interaction with students' enhanced capabilities in how students could utilise support, to progress learning abilities. It is hoped these insights develop understanding in what might have utility when lecturers aid learning and show a relevancy of social justice when students are assisted within university. 2014), yet a consequence might be, minority groups encounter disproportionate suffering (Rawls, 1999). Rawls (1999) based social justice on need, particularly people disadvantaged who lack opportunity and focused on redistribution to those deprived.Whereas Nozick (1974) andMiller (1999), draw on entitlement and economic markets; significantly, possession of goods is a right, while entrepreneurship raises wealth, enhancing capacity to purchase goods and services. Capabilities Approachdon't see themselves as equals, and the biggest aspect I often find is giving them confidence.Student: I sort of feel comfortable chatting to anybody, I wouldn't be more inclined to go to someone of similar social economic standing. But I know that some people that would be a crucial issue and I know for the individual who had a very positive experience, they were both women, they were both you know, similar standing socially in terms they weren't from vastly different backgrounds, it wasn't a barrier.Student: The idea of following it up and still being thought about, otherwise I found lots of ...

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“…The short answer is student retention, both of the material and within the college. Well-planned lessons break through the stress that students associate with college courses and may lead to greater satisfaction with their learning, which leads to increased student engagement and higher retention (Cavanaugh, 2016;Farr-Wharton, Charles, Keast, Woolcott, & Chamberlain, 2018). Therefore, the use of MU as a planning tool becomes an obvious choice as a part of effective instruction.…”

Section: Purpose Of Mu For College Coursesmentioning

confidence: 99%

Excellence in Lesson Planning: The Purpose and Use of a Micro-uniting Template

2019

JHETP

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For college professors, student engagement is the pinnacle of the teaching experience. The competition with external influences such as social media and internal issues such as interest in the subject being studied can cause students to disengage from classroom sessions and reduce the ability to learn the material. The use of Micro-Uniting as a classroom preparation tool is a key to improve student engagement, to maintain student focus, and to maintain both academic rigor and flexibility. An example of a Micro-United lesson plan and suggestions for use is included.

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Why lecturers still matter: the impact of lecturer-student exchange on student engagement and intention to leave university prematurely

Cited by 42 publications

References 38 publications

Alumni loyalty drivers in higher education

Alumni loyalty drivers in higher education

Social justice, capabilities and learning support provided by lecturers: A phenomenological-hermeneutic study

Excellence in Lesson Planning: The Purpose and Use of a Micro-uniting Template

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