Student-faculty interactions within a physiotherapy curriculum in South Africa

Interactions between faculty and students in higher education has the potential to influence and shape many aspects of teaching, learning, curricula, student experiences and performance, yet has received little attention as an area of study. This study investigates student-faculty interactions within a physiotherapy curriculum from the perspectives of students, faculty and physiotherapy managers at a South African university. The data, produced through multiple methods, derive from students, faculty and physiotherapy managers underpinned by critical-feminist perspectives. Thematic analysis of the data produced four themes. Two dominant threads emerging from the analysis as characterising student-faculty relationships are the deeply hierarchical relations of power characterised by a lack of caring and concern for students, and the exclusion of wider constructs for interaction; deriving from a particular entrenched medical model. Ironically, while caring relationships with patients are overtly advocated and developed, they appear to be largely absent in the same physiotherapy curriculum spaces in the relationships between faculty and students. These findings raise questions about how the most foundational attribute of a health science professional, that of caring, is being produced through the curriculum in the relationship between faculty and students in the health sciences.

Big fish in a big pond: Peer effects on university students’ academic self-concept

The big-fish-little-pond effect (BFLPE) has been proved by numerous studies. However, few researchers have focused on university students, particularly gifted students in elite universities (big fish in the big pond). This study adopted a two-level linear model to discuss the BFLPE on talented students in an elite university through a longitudinal survey involving two waves ( n = 1073). The results indicated that peer achievements had negative effects on the ASC of competent students in the elite university. Additionally, student–faculty interactions and university support had remarkable effects on ASC, despite students’ personal achievements. This study contributes toward enriching the BFLPE research framework and encouraging more researchers to focus on university students’ ASC, not limited to intelligent students in elite universities. Furthermore, the study provides an example of minimal research for building hierarchical linear models. Finally, the findings of the study can help elite students build a positive ASC in elite universities.

Are office hours obsolete?

Office hours are a higher-education tradition. Unchanged for past-decades, the upheaval due to the COVID pandemic, transitioned office hours in many institutions from face-to-face to virtual and other formats. Historically office hours are a resource underused by students. Faculty-student interactions are considered a high-impact activity aimed at promoting student success. One purpose of office hours is to increase student access to faculty. It is time to revitalize and revamp this tradition. Increasing student engagement, clarifying course requirements, and role modeling professional behavior are potential goals for office hours and student-faculty interactions. To meet these goals, faculty will need to undertake activities that are much more active than the typical passive activity of office hours.

NCAA Exit Interviews and Surveys: Academic Experiences of College Athletes

Institutions are required to conduct exit interviews and surveys (EIS) with departing athletes, however, these instruments are currently an untapped data source for further understanding the college athlete experience. This study examined 17 FBS institutions’ exit interviews and surveys with 528 athletes, focusing on athletes’ academic experiences. Analyses revealed that EIS questions pertaining to educational experiences focused on the following areas: academic services, overall academic experiences, time demands, coach support of academics, and faculty support. Athletes in this sample expressed overall positive academic experiences and gratitude for the academic services provided. Additionally, the majority of athletes noted few issues with time demands, strong coach support for their academic progress, and positive faculty interactions. These findings challenge some of the current literature noting negative educational experiences and opportunities for college athletes. Implications and recommendations for the field are discussed.