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Journal article 407 views

How students see the role of university lecturer

Richard Startup

Sociology, Volume: 6, Issue: 2, Pages: 237 - 254

Swansea University Author: Richard Startup

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Abstract

This paper examines the normative expectations which university students have of their lecturers. These expectations clearly centre on the teaching activities of staff, but research and other professional activities are seen to have their place. In many ways, student requirements of their lecturers...

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Published in: Sociology
ISSN: 00380385 14698684
Published: 1972
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URI: https://cronfa.swan.ac.uk/Record/cronfa55122
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first_indexed 2020-09-04T12:16:36Z
last_indexed 2020-09-05T03:19:29Z
id cronfa55122
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spelling v2 55122 2020-09-04 How students see the role of university lecturer d86a8b1f7833763cea35d2b88386d0d4 Richard Startup Richard Startup true false 2020-09-04 FGHSS This paper examines the normative expectations which university students have of their lecturers. These expectations clearly centre on the teaching activities of staff, but research and other professional activities are seen to have their place. In many ways, student requirements of their lecturers are being met, yet it is clear that there are felt problems. What underlies student dissatisfaction? There are indeed the oft-referred to problems of communication: student knowledge is limited concerning what lecturers do. Yet in areas where they have knowledge, students are sometimes dissatisfied. Lectures can be 'too theoretical and divorced from real life'. Differences in values are involved. While most staff place value on the communication of theoretically important ideas, many students see study as a means to getting a degree. In addition, student dissatisfaction can be rooted in conflicts of substantive interest. Staff wish to do research. Students require more individual contact. Time for research cannot also be employed for teaching purposes. If students come to have a clearer picture of the competing claims on staff time, they may understand why their requirements are not met. Yet this would not, by itself, do anything to meet those requirements. Journal Article Sociology 6 2 237 254 00380385 14698684 1 5 1972 1972-05-01 https://www.jstor.org/stable/42852928 https://www.jstor.org/stable/42852928 COLLEGE NANME Humanities and Social Sciences - Faculty COLLEGE CODE FGHSS Swansea University 2024-04-23T10:43:52.1237691 2020-09-04T13:13:54.7044118 Faculty of Humanities and Social Sciences School of Social Sciences - Criminology, Sociology and Social Policy Richard Startup 1
title How students see the role of university lecturer
spellingShingle How students see the role of university lecturer
Richard Startup
title_short How students see the role of university lecturer
title_full How students see the role of university lecturer
title_fullStr How students see the role of university lecturer
title_full_unstemmed How students see the role of university lecturer
title_sort How students see the role of university lecturer
author_id_str_mv d86a8b1f7833763cea35d2b88386d0d4
author_id_fullname_str_mv d86a8b1f7833763cea35d2b88386d0d4_***_Richard Startup
author Richard Startup
author2 Richard Startup
format Journal article
container_title Sociology
container_volume 6
container_issue 2
container_start_page 237
publishDate 1972
institution Swansea University
issn 00380385
14698684
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Criminology, Sociology and Social Policy{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Criminology, Sociology and Social Policy
url https://www.jstor.org/stable/42852928
document_store_str 0
active_str 0
description This paper examines the normative expectations which university students have of their lecturers. These expectations clearly centre on the teaching activities of staff, but research and other professional activities are seen to have their place. In many ways, student requirements of their lecturers are being met, yet it is clear that there are felt problems. What underlies student dissatisfaction? There are indeed the oft-referred to problems of communication: student knowledge is limited concerning what lecturers do. Yet in areas where they have knowledge, students are sometimes dissatisfied. Lectures can be 'too theoretical and divorced from real life'. Differences in values are involved. While most staff place value on the communication of theoretically important ideas, many students see study as a means to getting a degree. In addition, student dissatisfaction can be rooted in conflicts of substantive interest. Staff wish to do research. Students require more individual contact. Time for research cannot also be employed for teaching purposes. If students come to have a clearer picture of the competing claims on staff time, they may understand why their requirements are not met. Yet this would not, by itself, do anything to meet those requirements.
published_date 1972-05-01T10:43:49Z
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score 11.037144

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