Effects of Academic Entitlement on Conflict Management: Implications of a Consumer Culture for the Student–Teacher Relationship

Zhu, Lin; Anagondahalli, Deepa

doi:10.1080/08934215.2016.1225223

Cited by 17 publications

(13 citation statements)

References 28 publications

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“…Furthermore, recent research supports the notion that students' academic entitlement is rooted in consumerism culture (Zhu and Anagondahalli, 2017). As paying customers, students increasingly view customer service as an obligation of both the teaching staff and the institution.…”

Section: Background and Introductionmentioning

confidence: 82%

“…Nevertheless, evidence from studies viewing the student as a consumer demonstrates how this could be eroding the traditional teaching environment of the university, impacting the lived experiences of teaching staff (Barkhuizen et al, 2014;Shelley, 2005) and may lead to conflicting expectations for both student and teacher (Zhu and Anagondahalli, 2017). Teaching staff may feel a conflict between their obligation to provide students a quality education and still respond to the demands of students as customers ( Jacques, 1999).…”

Section: Background and Introductionmentioning

confidence: 99%

“…Teaching staff may rightly question whether students should be viewed as learners, consumers, clients, customers or some other combination of these descriptors in response to students who believe that they are customers of higher education (Delucchi and Korgen, 2002;Lippmann et al, 2009;Twenge, 2006). While most faculty may continue to believe that students are paying for the knowledge that they are introduced to via the "experts" or professors, students may believe that they deserve a passing grade and or degree because they have "purchased" an education by paying tuition (Zhu and Anagondahalli, 2017). This consumerism itself may influence not just a professor's behavior but their perceptions of their work experiences.…”

Section: Background and Introductionmentioning

confidence: 99%

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Perceptions of teaching staff in human services about academic entitlement

Heffernan

Gates

2018

JARHE

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Purpose The purpose of this paper is to explore how perceived student entitlement influences the work experiences of a sample of teaching staff in human services, counselor education and social work. Design/methodology/approach To examine the relationship between perceived academic entitlement and job-related affective well-being among teaching staff in social work, counseling and human services, a cross-sectional design was utilized. To be eligible for the study, participants must have been 18 years of age and currently employed as teaching staff in a human service program in the USA. Findings A convenience sample of 118 teaching staff demonstrated that negative well-being is correlated with perceptions of academic entitlement. It also revealed that teaching staff with a lower academic rank perceived their students to be more entitled, suggesting that pressures of working toward tenure may influence these professors’ behaviors making them more accommodating to students. Accommodating behavior may be driven by a need for favorable teaching evaluations but impacts the quality of education a student receives. Originality/value These data shed light on the relationship between perceived student academic entitlement and job-related affective well-being among human service teaching staff and consider how a shift in students’ expectations influences the behaviors of teaching staff.

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Section: Background and Introductionmentioning

confidence: 82%

Section: Background and Introductionmentioning

confidence: 99%

Section: Background and Introductionmentioning

confidence: 99%

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Perceptions of teaching staff in human services about academic entitlement

Heffernan

Gates

2018

JARHE

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“…Specifically, role theory aims to influence students' behavior by changing their perceived roles. The academic entitlement of students who view their roles as academic trainees would be different compared to those who view themselves as paying customers (Zhu & Anagondahalli, 2017). Singleton-Jackson et al (2010) stated that only when students' cognitive shift from consumers to scholars occurs, then higher education will not be a business.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement

Dai

Lin

et al. 2022

IJPES

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In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students’ self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students’ online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.

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“…The level of affective conflict represents a negative indicator of relationship quality. Conflict generally negatively affects the relationship between students and their educational faculty/staff or university, for instance, in weak interpersonal relationships, high stress, decreased student success, and increased absenteeism (Zhu & Anagondahalli, 2017). Roberts et al (2003) described affective conflict in terms of feelings of hostility, frustration, and anger towards a partner that might lead to conflict manifestation as an outcome behavior (e.g., complaint behavior or disagreement).…”

Section: Affective Conflictmentioning

confidence: 99%

Fostering Student-Faculty Relationships in Higher Education

Snijders¹

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This study investigated the overall quality of the interpersonal relationship students have with faculty and staff, that is, relationship quality. In relationship management research, relationship quality is paramount for the creation of bonds with customers, which in turn is necessary for the sustainability of organizations, that is, continuity and growth. In higher education, it is not only recent changes in the funding of education that urge us to further investigate relationship quality, as students having relational bonds with their teachers and faculty/staff is important as well. We expect that these relationships are expected to influence students' college experiences positively. Although educational literature addresses the importance of student-faculty relationships, little is known about students' perceptions of the quality of their relationship with their program. The aim of this study was, therefore, to get a more in-depth understanding of the concept and measurement of relationship quality within a higher education context. To that end, an existing relationship quality scale was used measuring five dimensions: trust in honesty, trust in benevolence, satisfaction, affective commitment, and affective conflict. A confirmatory factor analysis (CFA) was conducted on survey responses of 551 students from a Dutch university of applied sciences. Next to the CFA, a small-scale focus group discussion was held to validate the quantitative findings of students' perceptions of relationship quality. The findings confirm that the relationship quality instrument is an adequate instrument to investigate relationship quality in a higher education context. Additional qualitative results also suggest that students acknowledge the relevance of relationship quality and the need for having a good relationship with their faculty and staff.

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Effects of Academic Entitlement on Conflict Management: Implications of a Consumer Culture for the Student–Teacher Relationship

Cited by 17 publications

References 28 publications

Perceptions of teaching staff in human services about academic entitlement

Perceptions of teaching staff in human services about academic entitlement

The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement

Fostering Student-Faculty Relationships in Higher Education

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