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ERIC Number: ED563600
Record Type: Non-Journal
Publication Date: 2013
Pages: 192
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-6251-8
Student and Faculty Beliefs about Nonsexual Social Relationship Boundaries in Higher Education
Hoppe, Christina R.
ProQuest LLC, Ph.D. Dissertation, Walden University
Little attention has been given to boundary issues surrounding student-faculty relationships in higher education. Researchers have indicated that students and faculty are both uncertain about the boundaries of their social relationships. Faculty teaching in psychology has also raised questions about how social relationships with students are managed. Principle-based ethics was the theory that guided this research because it explains how one's moral foundation influences one's ethical decision making and beliefs. An important gap in the current literature remains regarding the limited research that has explored differences in student and faculty beliefs in the same study. The purpose of this study was to identify differences in beliefs based on respondent characteristics and to identify variables that predicted faculty beliefs. A random sample of 222 students and faculty from a large university in the Midwest completed the "Student-Faculty Interaction Questionnaire." An ANOVA indicated significant main effects for respondent type and gender, and a significant interaction where male faculty rated the interaction items more conservatively than did female faculty and students. A generalized linear equation was also used to predict faculty beliefs. The analysis indicated that academic discipline was a significant variable here. This research can promote social change through increasing the possibility of awareness, discussion, education, and guidance for students, faculty, and universities about social relationships in higher education. Ongoing dialogue and education by universities and faculty will be beneficial for reducing the risks for boundary crossing, blurring, or violations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A