Relational competence in higher education – a systematic review

Abstract

The objective of this study was to identify, review, and synthesize existing research focusing on relational competence in the field of higher education (HE). The focus was irrespective of whether the studies focus on HE teachers or students. Thus, the present review includes studies focusing on HE teachers as well as studies that center on students in HE. The included articles were scrutinized regarding focus, methodological considerations and results, the goal being to understand the literature and identify possible research gaps. The articles were descriptively synthesized, broadly following the principles of a narrative synthesis. The results suggest that individuals’ understanding of relational competence can be enhanced through training. However, the included studies predominantly explored the relational competence of student teachers in preparation for their future employment, while comparatively limited attention was given to the relational competence of teachers employed in HE or students outside teacher education programs. Moreover, there seems to be a disparity in perspectives between HE teachers and students regarding their perceptions of the significance of HE teachers’ relational competence. While students tended to perceive HE teachers’ relational competence as crucial to their wellbeing and learning, the teachers themselves conversely tended to prioritize organizational factors, such as course structure, over the importance of their relational competence. The main conclusions highlight the need for further development of relational competence among HE teachers, along with increased research and training in this area. Additionally, the results suggest a need for expanded education focusing on relational phenomena in teacher programs to better prepare student teachers for their future employment.

Keywords:

• Higher education
• relational competence
• relational pedagogy
• systematic review
• teacher–student relationship

Reviewing Editor:

• Timo Ehmke, Department of Education, Leuphana University of Lüneburg: Leuphana Universitat Luneburg, Germany

Subjects:

• Teachers and Teacher Education
• Adult Education and Lifelong Learning
• Continuing Professional Development
• Higher Education

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Acknowledgments

We would like to thank Karen Williams at Pronuncia Consult for English language editing.

Ethical approval

Not applicable.

Author contributions

The study was designed by the two authors together. The first author was responsible for executing the systematic searches and writing most of the first draft. The analysis of the results was carried out by both authors also commented and contributed on previous versions of the manuscript and read and finalized the manuscript for publication.

Disclosure statement

The authors declare no conflicts of interest related to this article.

Data availability

The datasets generated and/or analyzed during the study are available from the corresponding author on reasonable request.

Notes

1 From: Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., et al. (2020). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ 2021;372:n71. doi: 10.1136/bmj.n71.

Additional information

Funding

The authors did not receive from any organization for the submitted work.

Notes on contributors

Linda Plantin Ewe

Linda Plantin Ewe is a researcher (Ph.D.) and Teacher Educator within the Special Needs Education Programs at Kristianstad University, Sweden.

Annika Fjelkner Pihl

Annika Fjelkner Pihl is a researcher (Ph.D.) and Educator within the Business Program and an Educational Developer at the Center for Higher Education Development at Kristianstad University, Sweden.