Creating Empathetic Academic Service Excellence: The Case of a University in Florida.
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| Title: | Creating Empathetic Academic Service Excellence: The Case of a University in Florida. |
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| 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] |
| Copyright of International Journal of Progressive Education is the property of International Journal of Progressive Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195459401 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Creating Empathetic Academic Service Excellence: The Case of a University in Florida. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kwaa%2C+Emily%22">Kwaa, Emily</searchLink><relatesTo>1</relatesTo><i> eank64.30@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Mensah%2C+Wisdom%22">Mensah, Wisdom</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Progressive+Education%22">International Journal of Progressive Education</searchLink>. Jun2026, Vol. 22 Issue 3, p1-16. 16p. – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Progressive Education is the property of International Journal of Progressive Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195459401 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5281/zenodo.20539802 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1 Titles: – TitleFull: Creating Empathetic Academic Service Excellence: The Case of a University in Florida. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kwaa, Emily – PersonEntity: Name: NameFull: Mensah, Wisdom IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 28347919 Numbering: – Type: volume Value: 22 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Progressive Education Type: main |
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