The Student-Faculty Interaction beyond the Formal Curriculum in South Korea
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| Title: | The Student-Faculty Interaction beyond the Formal Curriculum in South Korea |
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| Language: | English |
| Authors: | Choi, Bo Keum (ORCID |
| Source: | Higher Education Quarterly. Jan 2021 75(1):35-50. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, College Faculty, Teacher Student Relationship, Interaction, Time, Barriers, Student Attitudes, Power Structure |
| Geographic Terms: | South Korea |
| DOI: | 10.1111/hequ.12261 |
| ISSN: | 0951-5224 |
| Abstract: | The purpose of this study was to identify and categorise factors that hinder Korean college student-faculty interaction. Twenty-one college students who had advising experience with faculty were interviewed. Concept mapping was used to collect, organise and interpret qualitative data through quantitative techniques. These factors were recorded on index cards, and 21 participants returned and sorted these statements into self-defined, conceptually homogeneous categories. As a result, 45 common factors were elicited and reliably organised into four clusters, with hierarchical relationship with the faculty member (Cluster 1), time constraints (Cluster 2), doubt about (academic, personal and career) benefits of interaction (Cluster 3) and a lack of recognition of necessity (Cluster 4). According to the ratings, the most important cluster was 'doubt about benefits of interaction', and participants rated the 'lack of recognition of necessity' as the cluster most similar to their own experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1284896 |
| Database: | ERIC |
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| Abstract: | The purpose of this study was to identify and categorise factors that hinder Korean college student-faculty interaction. Twenty-one college students who had advising experience with faculty were interviewed. Concept mapping was used to collect, organise and interpret qualitative data through quantitative techniques. These factors were recorded on index cards, and 21 participants returned and sorted these statements into self-defined, conceptually homogeneous categories. As a result, 45 common factors were elicited and reliably organised into four clusters, with hierarchical relationship with the faculty member (Cluster 1), time constraints (Cluster 2), doubt about (academic, personal and career) benefits of interaction (Cluster 3) and a lack of recognition of necessity (Cluster 4). According to the ratings, the most important cluster was 'doubt about benefits of interaction', and participants rated the 'lack of recognition of necessity' as the cluster most similar to their own experiences. |
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| ISSN: | 0951-5224 |
| DOI: | 10.1111/hequ.12261 |
