Student Engagement and Rapport in Higher Education: The Case for Relationship-Centred Pedagogies

Abstract

Literature relating to student satisfaction with university teaching has increasingly drawn attention to the impact of positive staff-student relationships on how students rate the overall quality of their learning experience. These positive relationships are characterised, we argue, not by excessive friendliness or “dumbed-down” courses, but rather by an academic’s social presence, opportunities for enjoyable interactions and a respectful connection between staff and students and amongst students themselves; a combination which can be described with the overarching term, rapport. This chapter outlines the design and conduct of a research project which explored the ways rapport could be developed in diverse learning environments. We provide a review of how this focus shaped an approach to educational innovation and the benefits that followed for students and for staff.