Creating Empathetic Academic Service Excellence: The Case of a University in Florida.

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Bibliographic Details
Title:	Creating Empathetic Academic Service Excellence: The Case of a University in Florida.
Authors:	Kwaa, Emily¹ eank64.30@gmail.com, Mensah, Wisdom²
Source:	International Journal of Progressive Education. Jun2026, Vol. 22 Issue 3, p1-16. 16p.
Abstract:	This qualitative instrumental case study explored the role of faculty in creating empathetic academic service excellence at a public university in Florida. Based on interviews with diverse faculty, the study investigated how empathy was enacted in faculty-student interactions and the practical strategies to foster inclusive, supportive learning environments. The findings revealed that faculty empathy was expressed through personalized responsiveness, flexible support strategies, and meaningful engagement with students inside and outside the classroom. Faculty who shared personal experiences and demonstrated understanding of students' diverse challenges helped build trust, motivated persistence, and promoted student well-being. The study also highlighted barriers to empathetic practice, including time constraints, insufficient training, and institutional cultures that may not have prioritized emotional engagement. Theoretical grounding in Emotional Intelligence (EI) underscored the importance of empathy as a core competency for academic service excellence. While the research was limited by its single-institution focus and reliance on faculty self-reporting, it offered practical implications for faculty development and institutional policy. The study concluded by recommending broader, multi-institutional research and the inclusion of student perspectives to further understand and enhance empathetic academic service in higher education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This qualitative instrumental case study explored the role of faculty in creating empathetic academic service excellence at a public university in Florida. Based on interviews with diverse faculty, the study investigated how empathy was enacted in faculty-student interactions and the practical strategies to foster inclusive, supportive learning environments. The findings revealed that faculty empathy was expressed through personalized responsiveness, flexible support strategies, and meaningful engagement with students inside and outside the classroom. Faculty who shared personal experiences and demonstrated understanding of students' diverse challenges helped build trust, motivated persistence, and promoted student well-being. The study also highlighted barriers to empathetic practice, including time constraints, insufficient training, and institutional cultures that may not have prioritized emotional engagement. Theoretical grounding in Emotional Intelligence (EI) underscored the importance of empathy as a core competency for academic service excellence. While the research was limited by its single-institution focus and reliance on faculty self-reporting, it offered practical implications for faculty development and institutional policy. The study concluded by recommending broader, multi-institutional research and the inclusion of student perspectives to further understand and enhance empathetic academic service in higher education. [ABSTRACT FROM AUTHOR]
ISSN:	28347919
DOI:	10.5281/zenodo.20539802