{"title":"技术变革带来的高等教育教师角色转变:重建身份,改善师生关系","authors":"Ariel Zoltán Mitev, Rita Tóth, Balázs Vaszkun","doi":"10.1016/j.ijme.2024.100978","DOIUrl":null,"url":null,"abstract":"<div><p>This paper highlights the importance of higher education teachers’ professional identity in the field of management, especially when faced with crisis events or disruptive technology. By employing the Bridges transition framework, we comprehended the profound transformation brought about by the pandemic and suggested proactive measures to effectively address future obstacles that significantly affect teaching methods. Based on a PLS-SEM analysis performed to examine the outcomes of an online survey (N = 145), our study provides insights into the connections between changes in the teachers' identity, digital mastery, successful role transition, and the teacher-student relationship. Our results show that the loss of teaching identity has a direct negative impact on the digital mastery, the success of the transition of the teaching role, and the student-teacher relationship as well. We suggest that a transition process is successful if it is well-managed and supported during its psychological phases, places significant emphasis on the phenomenon of loss of identity and provides guidance towards defining the new identity.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 2","pages":"Article 100978"},"PeriodicalIF":6.0000,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Role transition of higher education teachers due to disruptive technological change: Identity reconstruction for a better teacher-student relationship\",\"authors\":\"Ariel Zoltán Mitev, Rita Tóth, Balázs Vaszkun\",\"doi\":\"10.1016/j.ijme.2024.100978\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This paper highlights the importance of higher education teachers’ professional identity in the field of management, especially when faced with crisis events or disruptive technology. By employing the Bridges transition framework, we comprehended the profound transformation brought about by the pandemic and suggested proactive measures to effectively address future obstacles that significantly affect teaching methods. Based on a PLS-SEM analysis performed to examine the outcomes of an online survey (N = 145), our study provides insights into the connections between changes in the teachers' identity, digital mastery, successful role transition, and the teacher-student relationship. Our results show that the loss of teaching identity has a direct negative impact on the digital mastery, the success of the transition of the teaching role, and the student-teacher relationship as well. We suggest that a transition process is successful if it is well-managed and supported during its psychological phases, places significant emphasis on the phenomenon of loss of identity and provides guidance towards defining the new identity.</p></div>\",\"PeriodicalId\":47191,\"journal\":{\"name\":\"International Journal of Management Education\",\"volume\":\"22 2\",\"pages\":\"Article 100978\"},\"PeriodicalIF\":6.0000,\"publicationDate\":\"2024-04-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Management Education\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1472811724000491\",\"RegionNum\":2,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"BUSINESS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Management Education","FirstCategoryId":"91","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1472811724000491","RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BUSINESS","Score":null,"Total":0}
Role transition of higher education teachers due to disruptive technological change: Identity reconstruction for a better teacher-student relationship
This paper highlights the importance of higher education teachers’ professional identity in the field of management, especially when faced with crisis events or disruptive technology. By employing the Bridges transition framework, we comprehended the profound transformation brought about by the pandemic and suggested proactive measures to effectively address future obstacles that significantly affect teaching methods. Based on a PLS-SEM analysis performed to examine the outcomes of an online survey (N = 145), our study provides insights into the connections between changes in the teachers' identity, digital mastery, successful role transition, and the teacher-student relationship. Our results show that the loss of teaching identity has a direct negative impact on the digital mastery, the success of the transition of the teaching role, and the student-teacher relationship as well. We suggest that a transition process is successful if it is well-managed and supported during its psychological phases, places significant emphasis on the phenomenon of loss of identity and provides guidance towards defining the new identity.
期刊介绍:
The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.