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The student–faculty interaction beyond the formal curriculum in South Korea
Higher Education Quarterly Pub Date : 2020-05-04 , DOI: 10.1111/hequ.12261
Bo Keum Choi 1 , Min Sun Kim 2
Affiliation  

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.

中文翻译:

韩国正规课程之外的师生互动

这项研究的目的是对阻碍韩国大学生与教师互动的因素进行识别和分类。采访了21位曾为教师提供咨询经验的大学生。概念映射用于通过定量技术收集,组织和解释定性数据。这些因素记录在索引卡上,有21位参与者返回并将这些陈述分类为自定义的概念上相似的类别。结果,引发了45个共同因素并将其可靠地组织为四个集群,与教职员工的等级关系(第1组),时间限制(第2组),对互动((学术,个人和职业)收益的怀疑(第3组) )以及对必要性的认识不足(第4章)。根据收视率,
更新日期:2020-05-04
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