Research On Student Experience And Motivating Factors In Student Faculty Interaction Of Higher Education

Improving the quality of talents' cultivation,innovating education mind,encouraging individualized development,promulgating enlightening,discussing,exploring,and engaging education have became the backbone of higher education in China.The calling for transform the traditional lecture-based courses from pedantic,teacher-led classrooms to active and collaborative student-centered learning arenas is also urgently needed in China.In this study,repertory grid technique was innovatively adopted to identify key factors in student-faculty interaction in terms of students' experiences at a Chinese Business College.There were 30 respondents from this college interviewed,which lasted from 30 to 60 minutes.Furthermore,IdioGrid 2.4 and SPSS were used to analyze the data of every individual respondent.Based on the Principal Component Analysis of every respondent,Conceptual Maps were drawn.Taking frequency and ANV(Average Normal Variety)both into consideration,the key constructs were elicited from the list.Through the mining of tacit knowledge,new measures for evaluating student experience in student-faculty interaction were also found.Furthermore,based on personal construct psychology and social psychology,the existence and composition of accessibility cues were studied and the reason why they can make faculty seem to be accessible was discussed,the calculation of constructs' correlation was based on Pearson Correlation Coefficient.We concluded the keywords of accessibility cues as empathizing,encouraging,and enlightening,and such cues are like "rewards" that arouse students' affinity and motivation.For the research on motivation factors,theories from human resource management and organizational behavior were considered combine with the real situation in China to discussion the reasonable solutions in reforming and improving faculty performance evaluation and administration in education and research institutions.