'What Drives Students' Affective Commitment towards Their University?'

Autor/in	Cownie, Fiona
Titel	'What Drives Students' Affective Commitment towards Their University?'
Quelle	In: Journal of Further and Higher Education, 43 (2019) 5, S.674-691 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cownie, Fiona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2017.1394988
Schlagwörter	Foreign Countries; Undergraduate Students; Student School Relationship; Student Motivation; Student Experience; Student Attitudes; Teacher Student Relationship; School Holding Power; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Schüler-Lehrer-Beziehung; Schulische Motivation; Studienerfahrung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Großbritannien
Abstract	How can universities build ongoing, committed relationships with students, able to withstand the financial and emotional challenges of studying in higher education? The research proposes that students' ongoing attachment to their university, based on positive feelings towards the university, is an important aspect of the student experience. This ongoing attachment is conceptualised here as students' affective commitment towards their institution. Using an online survey-method and a research sample comprising undergraduate students studying in the UK, this research identifies three factors which drive students' affective commitment towards their institution. These factors include students' affective commitment towards academics and students' calculative commitment towards the institution; factors which draw from the relational literature. A third factor, commitment balance, was developed within this research. Commitment balance occurs when a student's commitment to their university is perceived to be reciprocated by the university's commitment to the student. The study found that commitment balance was the most important driver of students' ongoing attachment to their institution. The paper proposes that commitment balance is a key idea to consider within relational studies generally, but has a particular relevance in the higher education context for understanding the student experience. Commitment balance reflects the pulse of reciprocity which energises relational exchanges between students and institution. The findings of this research reinforce how critically important it is for universities and academics to build relationships with students. The desired outcome is to enhance the student experience, create positive attachment between students and university and ultimately improve student retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01