Relational competence in higher education – a systematic review

References

• Aspelin, J. (2022). Microscopic relational analysis: A method for researching the teacher-student relationship. International Journal of Research & Method in Education, 46(1), 56–69. https://doi.org/10.1080/1743727X.2022.2042244
   Web of Science ®Google Scholar
• Aspelin, J. (2018). Lärares relationskompetens. Vad är det? Hur kan det utvecklas? [Teacher’s relational competence. What is it? How can it develop]? Liber. ISSN (ISSN 1512-1801).
   Google Scholar
• Aspelin, J. (2015). Differentiation competence in teaching, illustrated by a fictional film on regulating closeness and distance in the teacher-student relationship. GESJ: Education Science and Psychology, 5(37), 35–47.
   Google Scholar
• Aspelin, J. (2011). Co-existence and co-operation: The two-dimensional conception of education. Education, 1(1), 6–11. https://doi.org/10.5923/j.edu.20110101.02
   Google Scholar
• Biesta, G. (2004). “Mind the gap!” Communication and the educational relation. In I. C. Bingham & A. M. Sidorkin (Eds.), No education without relation (p. 11–22). Peter Lang.
   Google Scholar
• Bingham, C., & Sidorkin, A. M. (2004). No education without relation. Peter Lang.
   Google Scholar
• Booth, A., Sutton, A., & Papaioannou, D. (2016). Systemati approaches to a successful literature review. SAGE Publications.
   Google Scholar
• Buber, M. (1990). Du och Jag [I and Thou]. Dualis förlag AB.
   Google Scholar
• Burke, K., Fanshawe, M., & Tualaulelei, E. (2022). We can’t always measure what matters: Revealing opportunities to enhance online student engagement through pedagogical care. Journal of Further and Higher Education, 46(3), 287–300. https://doi.org/10.1080/0309877X.2021.1909712
   Google Scholar
• Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. https://doi.org/10.3102/003465430298563
   Web of Science ®Google Scholar
• Croucher, K., Quilgars, D., Wallace, A., Baldwin, S., & Mather, L. (2003). Paying the mortgage? A systematic literature review of safety nets for homeowners department of social policy and social work. University of York.
   Google Scholar
• Dai, K., & Matthews, K. E. (2023). ‘Students as partners rather than followers but … ’: Understanding academics’ conceptions of changing learner-teacher relationships in Chinese higher education. Higher Education Research & Development, 42(6), 1362–1376. https://doi.org/10.1080/07294360.2022.2135690
   Web of Science ®Google Scholar
• Damiani, P., & Paloma, F. G. (2017). Imagination as an educational tool for teachers. The development of emotional-Relational skills through the “Landscape narration” method. MDPI Proceedings, 1(9), 927. https://doi.org/10.3390/proceedings1090927
   Google Scholar
• de Borba, G. S., Alves, I. M., & Campagnolo, P. D. B. (2020). How learning spaces can collaborate with student engagement and enhance student-faculty interaction in higher education. Innovative Higher Education, 45(1), 51–63. https://doi.org/10.1007/s10755-019-09483-9
   Web of Science ®Google Scholar
• Eriksson Barajas, K., Forsberg, C., & Wengström, Y. (2013). Systematiska litteraturstudier i utbildningsvetenskap [Systematic literature studies in educational science]. Natur & Kultur.
   Google Scholar
• Felten, P., & Lambert, L. M. (2020). Relationship-rich education: How human connections drive success in college. JHU Press.
   Google Scholar
• Frelin, A. (2010). [Teachers’ relational practices and professionality [Doctoral thesis]. Uppsala University, Department of Curriculum Studies. http://uu.diva-portal.org/smash/get/diva2:300138/FULLTEXT01.pdf
   Google Scholar
• Gergen, K. (2009). Relational being. Beyond self and community. Oxford University Press.
   Google Scholar
• Graham, E. E., West, R., & Schaller, K. A. (1992). The association between the relational teaching approach and teacher job satisfaction. Communication Reports, 5(1), 11–22. https://doi.org/10.1080/08934219209367539
   Google Scholar
• Gravett, K., Taylor, C. A., & Fairchild, N. (2021). Pedagogies of mattering: Re-conceptualising relational pedagogies in higher education. Teaching in Higher Education, 29(2), 388–403. https://doi.org/10.1080/13562517.2021.1989580
   Web of Science ®Google Scholar
• Gunasekara, A. N., Turner, K., Fung, C. Y., & Stough, C. (2022). Impact of lecturers’ emotional intelligence on students’ learning and engagement in remote learning spaces: A crosscultural study. Australasian Journal of Educational Technology, 38(4), 112–127.
   Web of Science ®Google Scholar
• Hagenauer, G., Muehlbacher, F., & Ivanova, M. (2023). It’s where learning and teaching begins–is this relationship—insights on the teacher-student relationship at university from the teachers’ perspective. Higher Education, 85(4), 819–835. https://doi.org/10.1007/s10734-022-00867-z
   PubMed Web of Science ®Google Scholar
• Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: An important yet under-researched field. Oxford Review of Education, 40(3), 370–388. https://doi.org/10.1080/03054985.2014.921613
   PubMed Web of Science ®Google Scholar
• Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy. Retrieved July 15, 2023 from: https://repository.londonmet.ac.uk/id/eprint/5176
   Google Scholar
• Heilporn, G., Lakhal, S., & Bélisle, M. (2022). Examining effects of instructional strategies on student engagement in blended online courses. Journal of Computer Assisted Learning, 38(6), 1657–1673. https://doi.org/10.1111/jcal.12701
   Web of Science ®Google Scholar
• Hinsdale, M. J. (2016). Relational pedagogy. Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.28
   Google Scholar
• Hurst, B., Wallace, R., & Nixon, S. (2013). The impact of social interaction on student learning. Reading Horizons, 52(4), 375–398. Retrieved July 15, 2023, from https://bearworks.missouristate.edu/cgi/viewcontent.cgi?article=1022&context=articles-coe
   Google Scholar
• Jereb, E., Jerebic, J., & Urh, M. (2018). Revising the importance of factors pertaining to student satisfaction in higher education. Organizacija, 51(4), 271–285. https://doi.org/10.2478/orga-2018-0020
   Google Scholar
• Karpouza, E., & Emvalotis, A. (2019). Exploring the teacher-student relationship in graduate education: A constructivist grounded theory. Teaching in Higher Education, 24(2), 121–140. https://doi.org/10.1080/13562517.2018.1468319
   Web of Science ®Google Scholar
• Kirk, C. M., Lewis, R. K., Brown, K., Karibo, B., & Park, E. (2016). The power of student empowerment: Measuring classroom predictors and individual indicators. The Journal of Educational Research, 109(6), 589–595. https://doi.org/10.1080/00220671.2014.1002880
   Web of Science ®Google Scholar
• Klinge, L. (2016). [Laerarens relationskompetence. En empirisk undersøgelse af, hvordan lærerens relationskompetence viser sig i interaktioner med elever og klasser i almenundervisningen i folkeskolen [The teacher’s relational competence] [PhD thesis]. University of Copenhagen.
   Google Scholar
• Liang, Y., & Matthews, K. E. (2021). Students as partners practices and theorisations in Asia: A scoping review. Higher Education Research & Development, 40(3), 552–566. https://doi.org/10.1080/07294360.2020.1773771
   Web of Science ®Google Scholar
• Ljungblad, A. L. (2022). Key indicator taxonomy of relational teaching. Journal of Education for Teaching, 49(5), 785–797. https://doi.org/10.1080/02607476.2022.2151343
   Web of Science ®Google Scholar
• Ljungblad, A. L. (2021). Pedagogical relational teachership (PeRT) – a multi-relational perspective. International Journal of Inclusive Education, 25(7), 860–876. https://doi.org/10.1080/13603116.2019.1581280
   Web of Science ®Google Scholar
• Macdonald, M., Gringart, E., Garvey, D., & Hayward, K. (2023). Broadening academia: An epistemic shift towards relationality. Higher Education Research & Development, 42(3), 649–663. https://doi.org/10.1080/07294360.2022.2087602
   Web of Science ®Google Scholar
• Nordenbo, S.-E., Søgaard Larsen, M., Tiftikci, N., Wendt, R. E., & Østergaard, S. (2008). Laererkompetenser og elevers laering i förskole og skole. Ett systematisk review utfört for kunnskapsdepartementet, Oslo. [Teacher competences and students’ learning in pre-school and school. A systematic review carried out for the Department of Knowledge, Oslo]. Dansk. Clearinghouse for Uddannelsesforskning.
   Google Scholar
• Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Journal of Clinical Epidemiology, 134, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001
   PubMed Web of Science ®Google Scholar
• Popay, J. H., Roberts, H., Sowden, A., Petticrew, M., Arai, L., Rodgers, M., Britten, N., Roen, K., & Duffy, S. (2006). Guidance on the conduct of narrative synthesis in systematic reviews. A Product from the ESRC Methods Programme Version, 1(1), b92.
   Google Scholar
• Reyes-Fournier, E., Cumella, E. J., March, M., Pedersen, J., & Blackman, G. (2020). Development and validation of the online teaching effectiveness scale. Online Learning, 24(2), 111–127. https://doi.org/10.24059/olj.v24i2.2071
   Web of Science ®Google Scholar
• Riddle, S., & Hickey, A. (2023). Reclaiming relationality in education policy: Towards a more authentic relational pedagogy. Critical Studies in Education, 64(3), 267–282. https://doi.org/10.1080/17508487.2022.2132414
   Web of Science ®Google Scholar
• Rimm-Kaufman, S. E., Voorhees, M. D., Snell, M. E., & La Paro, K. M. (2003). Improving the sensitivity and responsivity of preservice teachers towards young children with disabilities. Topics in Early Childhood Special Education, 23(3), 151–163. https://doi.org/10.1177/02711214030230030501
   Web of Science ®Google Scholar
• Siming, L., Niamatullah, Gao, J., Xu, D., & Shaf, K. (2015). Factors leading to students’ satisfaction in the higher learning institutions. Journal of Education and Practice, 6(31), 114–118. ISSN 2222-1735 (Paper); ISSN 2222-288X (Online).
   Google Scholar
• Skibsted, E., & Matthiesen, N. (2016). (Red.). Relationskompetencer i laereruddannelse og skole [Relationship skills in teacher education and schools]. Dafolo.
   Google Scholar
• Schonert-Reichl, K. A., Oberle, E., Stewart Lawlor, M., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social and emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66. https://doi.org/10.1037/a0038454
   PubMed Web of Science ®Google Scholar
• Statens Offentliga Utredningar. (2008). En hållbar lärarutbildning: Betänkande 2008:109 [A sustainable teacher education: Report 2008:109]. Fritze.
   Google Scholar
• Strachan, S. L. (2020). The case for the caring instructor. College Teaching, 68(2), 53–56. https://doi.org/10.1080/87567555.2019.1711011
   Google Scholar
• United Nations. Division for Sustainable Development. (2015). Transforming our world: The 2030 Agenda for sustainable development: A/RES/70/1. United Nations.
   Google Scholar
• Vidmar, M., & Kerman, K. (2016). The development of teacher’s relational competence scale: Structural validity and reliability. Šolsko Polje, 27(1–2), 41–62. http://www.dlib.si/?URN=URN:NBN:SI:doc-V4ORJBA1
   Google Scholar
• Wiklund-Engblom, A. (2018). Digital relational competence: Sensitivity and responsivity to needs of distance and co-located students. Seminar net, 14(2), 188–200. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-153808 https://doi.org/10.7577/seminar.2979
   Google Scholar
• Wong, W. H., & Chapman, E. (2023). Student satisfaction and interaction in higher education. Higher Education, 85(5), 957–978. https://doi.org/10.1007/s10734-022-00874-0
   PubMed Web of Science ®Google Scholar
• Wubbels, T., den Brook, P., van Tartwijk, J., & Levy, J. (2011). (Red.). Interpersonal relationships in education: An overview of contemporary research. Sense Publishers.
   Google Scholar
• Wubbels, T., Brekelmans, M., den Brok, T., & van Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. I C. M. Evertson & C. S. Weinstein (Red.), Handbook of classroom management: Research, practice, and contemporary issues (s.1161–1192). Lawrence Erlbaum Associates.
   Google Scholar