Effective Motivation and Communication Strategies for Faculty in Higher Education: Blurring the Lines Between Business and Academia by Drs. Neil Mathur and Cheryl Lentz
Many new teaching strategies for adult learners include the use of emerging technologies. When students and faculties are no longer face to face, and when learning is often asynchronous, challenges exist for faculty to create effective learning communities in the classroom to enhance student performance, productivity, and effectiveness of learning outcomes. Students have many paths to travel when in pursuit of higher education because of emerging technologies. One can pursue the traditional in-residence or brick and mortar option, a completely on-line community, or a hybrid of the two.
Dependent on the transactional or transformational of the educational experience, many questions arise – the role of the faculty, the role of the student, how motivation and communication should occur, and student satisfaction with the instructors and the classes. Learning becomes a transactional exchange in which the student becomes the customer and the instructors the customer service agent. Student satisfaction factors include the help students receive from faculty, the quality of education, and the overall learning experience. Adding complexity to this is that male and female students rated satisfaction differently. Simply stated, the male students rated it based on positive relationships with the faculty, while female students rated it based on positive relationships with faculty and academic performance. Transformational leadership and empowerment when applied by professor hold immense promises for colleges and universities because these concepts can be used to improve student perceived academic performance.
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