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Interacting with Faculty Beyond the Classroom Essay (Critical Writing)


Introduction

The process of adaptation to new conditions might be considered a great challenge for a person as it demands certain communication skills. Thus, the interaction with a faculty beyond the classroom should be given great attention as it preconditions the further success of an individual. For this reason, the article Exploring College Men’s Perceptions about Interacting with Faculty Beyond the Classroom revolves around the most important perspectives of the given topic.

Research Question

In the study, the author conducts a comprehensive analysis of the issue and provide credible information. The question of how and why men come to interact with faculty outside the class is posed. Moreover, the researcher also tries to explore the most commonly chosen communication and behavioral patterns that are used for individuals to talk to their counterparts and establish relations (Viaden, 2009). These questions predetermine the structure of the whole paper and methods that are used to obtain credible data.

Significance of Research Question

The importance of these concerns could be evidenced by the fact that the lack of understanding between counterparts and inability to socialize or establish certain relations might have a great negative impact on a students academic success and his/her ability to acquire new information (Roulston & Anne-Shelton, 2015). The author provides the fact that socially active pupils have more chances to obtain good marks and graduate from a certain educational institution (Vianden, 2009). In this regard, it is vital to understand the patterns that might help students to overcome the majority of difficulties.

Qualitative Methodology and Rationales

The research question and the aim of the article also condition the choice of the methodology that is used to collect data. For this reason, a qualitative design of the study is explored to improve the comprehension of this topic and identify how individuals respond to the appearing challenges (Brown, 2010). The study rests on the die design of the basic interpretive qualitative study with the focus on respondents’ feelings related to the process of their adaptation to new conditions and demands.

Proposed Alternative Methodology

The choice of this methodology is rather logical. The author provides a clear rationale for adherence to the given approach. The fact is that adaptation to new conditions is a very personal process that depends on an individuals peculiarities and his/her ability to communicate with counterparts (Stevens & Van Houtte, 2010). For this reason, the collection of personal data and analysis of a pupils attitude to a certain factor should be considered the only possible way (Botcheva, Feldman, & Leiderman, 2002) to answer the above-mentioned research question.

Authors’ Writing Style and Presentation

When reading the article, a reader could easily follow the authors thoughts and assumptions. Vianden organizes the paper in a clear and concise way. He starts with the description of the given problems background and continues to the evaluation of the basic ideas related to it. His thoughts are clear and understandable so everyone could trace his main idea and realize the importance of communication with a faculty beyond the class.

Questions Other Scholars Might Ask

However, when reading a study, a scholar might also ask several questions related to its results. It is important to trace the way a persons attitude to his/her counterparts alter in the course of adaptation (Wiles, Crow, & Pain, 2011). Moreover, a researcher might also focus on the way better relations with other students influence a persons academic success (Leko, 2014). Finally, an investigator could discuss the results of the given study by asking what methods or tools a common individual might use to guarantee better adaptation rates.

How the Findings Can Further Knowledge

The findings of the discussed study could be used for further research related adaptation rates and efficient communicational patterns. These could also be used to answer the question of whether the unsuccessful adaptation to new conditions might result in academic failure or even the refusal to continue studying and obtain the diploma.

Other Approaches to Investigating Questions

However, there is obviously a certain need for further investigation of the given issue. A researcher should be ready to collect the new data to continue the exploration of this research question to improve the comprehending of the correlation between adaptation and an individuals development (Darbyshire, MacDougal, & Schiller, 2005). Yet, it is possible to use a survey and a questionnaire to understand a students attitude to his/her success in adaptation and communication with counterparts (Archibald et al., 2015). However, a scholar might also ask students about a newcomer and his/her ability to communicate with them (Twine, 2016). It will help to understand another perspective on the given issue.

Conclusion

In conclusion, the paper provides credible information related to the usage of qualitative methods to determine the state of a person and his/her ability to perform various activities and attitudes to them. The research questions posed by the author precondition the structure of the article and contribute to the acquisition of credible information that is needed for the discussion.

Theoretical foundations

The given research explores the theory which states that the environment and the adaptation to its main peculiarities are crucial for the academic success of a student (Stevens & Van Houtte, 2010). The author efficiently integrates the basic ideas of the theory into the real-life conditions by investigating the correlation between the quality of relations with counterparts and the level of knowledge acquisition. This approach conditions the feasibility of findings and improved the importance of this scholarly article.

References

Archibald, M., Radil, A., Zhang, X., & Hanson, W. (2015). Current mixed methods practices in qualitative eesearch: a content analysis of leading journals. International Journal of Qualitative Methods,14(2), 5-33. Web.

Botcheva, L., Feldman, S., & Leiderman, P. (2002).Can stability in school processes offset the negative effects of sociopolitical upheaval on adolescents’ adaptation? Youth Society, 34(1), 55-88. Web.

Brown, A. (2010). Qualitative method and compromise in applied social research. Qualitative Research, 10(2), 229-248. Web.

Darbyshire, P., MacDougal, C., & Schiller, C. (2005). Multiple methods in qualitative research with children: more insight or just more? Qualitative Research, 5(4), 417-436. Web.

Leko, M. (2014). The value of qualitative methods in social validity research. Remedial and Special Education, 35(5), 275-286. Web.

Roulston, K., & Anne-Shelton, S. (2015). Reconceptualizing bias in teaching qualitative research methods. Qualitative Inquiry, 21(4), 332-342. Web.

Stevens, P., & Van Houtte, M. (2010). Adapting to the system or the student? Exploring teacher adaptations to disadvantaged students in an English and a Belgian secondary school. Educational Evaluation and Policy Analysis, 33(1), 59-75. Web.

Twine, F. (2016). Visual sociology in a discipline of words: racial literacy, visual literacy and qualitative research methods. Sociology, 50(5), 967-974. Web.

Vianden, J. (2009). Exploring college men’s perceptions about interacting with faculty beyond the classroom. The College Student Affairs Journal, 27(2), 224-241.

Wiles, R., Crow, G., & Pain, H. (2011). Innovation in qualitative research methods: a narrative review. Qualitative Research, 11(5), 586-604. Web.

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IvyPanda. (2020, October 8). Interacting with Faculty Beyond the Classroom. Retrieved from https://ivypanda.com/essays/interacting-with-faculty-beyond-the-classroom/

Work Cited

"Interacting with Faculty Beyond the Classroom." IvyPanda, 8 Oct. 2020, ivypanda.com/essays/interacting-with-faculty-beyond-the-classroom/.

1. IvyPanda. "Interacting with Faculty Beyond the Classroom." October 8, 2020. https://ivypanda.com/essays/interacting-with-faculty-beyond-the-classroom/.


Bibliography


IvyPanda. "Interacting with Faculty Beyond the Classroom." October 8, 2020. https://ivypanda.com/essays/interacting-with-faculty-beyond-the-classroom/.

References

IvyPanda. 2020. "Interacting with Faculty Beyond the Classroom." October 8, 2020. https://ivypanda.com/essays/interacting-with-faculty-beyond-the-classroom/.

References

IvyPanda. (2020) 'Interacting with Faculty Beyond the Classroom'. 8 October.

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