| This study was based on student-faculty conflict. The problem that was addressed in this study is student-faculty conflict within higher education, as research has shown 36% of students report dissatisfaction with grievance outcomes. The purpose of study was to identify key factors that contributed to conflict resolution challenges among students and faculty. A qualitative case study method was utilized for research. The participants interviewed for this study were current students, faculty, and staff members within three higher education institutions located in the New York City region. Research findings discovered that significant student-faculty conflict contributions consisted of (a) preference involving alternate policies or standards with students, (b) harassment involving classroom interactions, (c) inconsistency, (d) negative perceptions of conflict resolution from faculty members, (e) process, (f) uniformed process, (g) transparent policies, (h) timely communication, and (i) misunderstandings of requirements with underclassman. Future research recommendations consist of expanding research beyond the NYC geographic location, employing a quantitative research application, utilizing a self-report online survey, and exercising a larger sample size. |
