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On Professional Calling: Rejoinder to ''Your Professor Will Know You as a Person': Evaluating and Rethinking the Relational Boundaries Between Faculty and Students'

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Title: On Professional Calling: Rejoinder to ''Your Professor Will Know You as a Person': Evaluating and Rethinking the Relational Boundaries Between Faculty and Students'
Language: English
Authors: Butler, Deborah
Source: Journal of Management Education. Feb 2017 41(1):46-51.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 6
Publication Date: 2017
Document Type: Journal Articles
Opinion Papers
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Student Relationship, Higher Education, College Students, College Faculty, Teacher Role, Interaction, Classroom Environment, Administrator Education
DOI: 10.1177/1052562916673864
ISSN: 1052-5629
Abstract: Is it my job to get to know each student "as a person"? This is the focus of Chory and Offstein's (2016) thoughtful essay. This article examines the many ways that changes in education over recent decades have affected core assumptions around the relationships faculty are expected to have with students. Chory and Offstein (2016) explore one core assumption--"closer is better" when it comes to the faculty/student relationship--and ask if this assumption should be the dominant logic when conceptualizing, preparing for, and engaging in faculty-student interactions. In considering this assumption, the essay focuses on the driving forces for this assumption, the empirical evidence to support this assumption, the consequences of striving to have a personal relationship with our students, and some recommendations for how we might approach management education in the face of such assumptions.
Abstractor: ERIC
Number of References: 6
Entry Date: 2017
Accession Number: EJ1125657
Database: ERIC
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  Data: Is it my job to get to know each student "as a person"? This is the focus of Chory and Offstein's (2016) thoughtful essay. This article examines the many ways that changes in education over recent decades have affected core assumptions around the relationships faculty are expected to have with students. Chory and Offstein (2016) explore one core assumption--"closer is better" when it comes to the faculty/student relationship--and ask if this assumption should be the dominant logic when conceptualizing, preparing for, and engaging in faculty-student interactions. In considering this assumption, the essay focuses on the driving forces for this assumption, the empirical evidence to support this assumption, the consequences of striving to have a personal relationship with our students, and some recommendations for how we might approach management education in the face of such assumptions.
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