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ERIC Number: EJ1143866
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1470-3297
Persistence in Higher Education through Student-Faculty Interactions in the Classroom of a Commuter Institution
Dwyer, Tomás
Innovations in Education and Teaching International, v54 n4 p325-334 2017
Student-faculty interactions are a component of social integration, a key concept in Tinto's theory of student persistence which has received empirical support. However, the influence of social integration for commuting students has been questioned. Furthermore, student-faculty interactions in the classroom are under-researched and arguably undervalued as an influence on persistence. A questionnaire (n = 248), focus groups and interviews with students including those who withdrew from higher education outline the nature of student-faculty interactions and their influence on persistence. The research supports a theoretical focus on the classroom indicating student-faculty interactions including via active teaching could reap persistence and academic benefits.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A