COURSE: SENIOR YEAR EXPERIENCE
COURSE CODE: SEN 4800F
LECTURER: PHILIP MACHOKA
ASSIGNMENT: INDIVIDUAL TERM PAPER
STUDENT NAME: KABIRU EVA WANJIRA
STUDENT ID: 649111
TOPIC: VALUE OF RELATIONSHIPS FORMED AT UNIVERSITY ON PEOPLE’S PROFESSIONAL AND SOCIAL ROLES
SEMESTER: FALL 2018
INTRODUCTIONValues are a person’s or society’s beliefs about good behavior and what things are important. Examples of values are doing good, confidentiality, honesty and citizenship. Relationships are close friendships between two people or groups is the way in which they feel and behave toward each other. An example of this is a relationship between a mother and her children, a student and a teacher, an employee and an employer. A professional role is the expected function of a member of a particular profession. For instance, a doctor’s role is to assess, make a diagnosis and give treatment for a particular condition. Social roles are the part people play as members of a social group. With each social role you adopt, your behavior changes to fit the expectations both you and others have of that role. For example in a brother-sister relationship, the social role is to lookout for each other.
The development and maintenance of healthy interpersonal relationships is an important part of every university student’s experience. Whether building relationships with professors, friends, co-workers, romantic partners, roommates, or nurturing existing relationships at home, university students find themselves involved with other people in every phase of their lives. CITATION Ran08 l 1033 (Wright, 2008) Positive, interpersonal relationships enhance students’ academic motivation, engagement, and achievement. CITATION Ker14 l 1033 (Ker, 2014) The university environment should help the students capture their interpersonal communication and interaction skills in order to set the standard for happy, healthy relationships in their future. CITATION Ian l 1033 (Ian)The university environment can enhance this by increasing the availability, accessibility, and diversity of information on healthy relationships and effective communication skills. This will help students in recognizing how healthy relationships contribute to their overall wellbeing and academic success. CITATION NYU18 l 1033 (NYU) Students may fear being judged for openly seeking help from health or counseling centers, and therefore the university should ensure that information is available in many different forms. The university can also strengthen the institutional culture to better foster positive interpersonal relationship development and interactions. Important to note is that a college environment has the power to impact the values of its students. An environment that supports and encourages positive interpersonal interactions can inspire healthy relationships throughout the university.
VALUE OF STUDENT-FACULTY RELATIONSHIP ON PROFESSIONAL AND SOCIAL ROLESFaculty refers to the people who teach in a university or college set up. The faculty who include professors and lecturers, play an important role in the learning of students throughout the formal schooling experience. The university faculty have a unique opportunity to support students’ academic and social development at all levels of schooling. When tutors and students form positive bonds, classrooms become supportive spaces in which students can engage in academically and socially productive ways.
The benefits or value of positive student-tutor relationships on the professional roles of the students include:
The ability of the students to challenge egocentrism. Egocentrism is described as the excessive interest in oneself and concern for one’s own welfare or advantage at the expense of or in disregard of others. From the classroom set up students are able to learn how to overcome egocentrism, since teachers assist the students to appreciate that not all communicated views are shared. In a classroom set-up, it is difficult to overcome egocentrism because teachers and students tend to reason from their own perspective, and exaggerate the extent to which others share their beliefs. Therefore, students can pick up the observed skills from tutors on how to deal with egocentrism and apply these skills in their workplaces or professional roles.
This would include application of multiple perspectives. CITATION Lin12 l 1033 (Lindsay, 2012) This is the ability of an individual of an individual to think flexibly which leads to innovation, creativity, and diplomacy. Such a skill for instance could be used by a student who may be hired as a team leader. Such a person would be required to be a flexible thinker in order to help the team to come up with creative or innovative ideas on how to improve team performance. This is putting into consideration that different people on the team would come up with different opinions, ideas and moral reasoning which if not properly handled would become conflicting.
The other value that would be added to the professional roles of the students is their ability to demonstrate cultural sensitivity. Cultural awareness is knowing that there are multiple different cultures – based on religion, ethnicity, nationality and other factors – that have different attitudes and outlooks. In a classroom set-up teachers demonstrate this skill by accepting those differences without insisting one’s own culture is better, or that everyone should do it their way. Students can apply this value in their professional roles for instance where they are working in multinational companies where there are people from different nationalities who bring along with them varying religions, attitudes and outlooks on life. Failure to be cultural sensitive in the workplace can lead to serious conflicts in the work environment and which may have consequences such as multinationals withdrawing from countries because their way of life is not appreciated. Furthermore, students through the classroom interaction with faculty are able to learn how to practice tolerance at work. This mean that in a senior role in an office set up for example, students are not judgmental about dubious or simplistic opinions but use judicious questioning to direct scrutiny at student reasoning. This can be learnt from the faculty’s ability to promote tolerance between students and even encourage them to accept a diversity of opinions. Students can also learn the importance of corporate social responsibility from classroom interactions with faculty, a value that is well taught in most schools. Such a value could include acts such as developing the community around one’s own company if an individual were to venture into entrepreneurship and philanthropy which includes making donations.
Lastly students can learn the value of encouraging expression. The students can learn this value from the teacher questioning, in either full class or small group discussion in resolving or sharing insights. Such discussions promote learning that is participative, collaborative and verbally rich. This skill can be passed on in boardroom discussions whereby the students in their professional roles can encourage expression. For instance in projects, teams can be broken down into small groups where the group members can build up ideas for example short term or long term goals from the group discussions.
Socially, student- faculty relationships can promote the value of Realness. This means that an individual is able to have objective and individual existence. For instance, a tutor can be herself/himself without pretence or assuming different classroom persona: she/he can be enthusiastic, bored, interested, angry, sensitive and sympathetic because she/he accepts these feelings as her/his own, she/he has no need to impose them. This social value encourages students to be more confident in expressing their true emotions rather than masking their inner feelings which could be detrimental to their mental health since people who learn to suppress their emotions may suffer health consequences such as depression.
Furthermore, the value of empathetic understanding. For instance, the tutor in a classroom setting more often than not demonstrates a sensitive understanding of how the student thinks and feels about learning. In a social set-up, empathy can show a deep respect for others and show that you care, as opposed to just going by rules and regulations that exist. CITATION DeR12 l 1033 (DeRoles, 2012) An empathic social style can make people feel like a team and increase productivity, morale and loyalty. The value of humility, which is knowing one’s own limitations, and embracing a democratic rather than an authoritarian style can be highly embraced. Through encouragement of classroom presentations by the faculty members, courage, which is overcoming one’s own fears can be encouraged. This is especially useful for individuals who experience stage fright when talking to other people.
VALUE OF RELATIONSHIPS WITH FELLOW STUDENTS ON PROFESSIONAL AND SOCIAL ROLESThe role of friendships is well known during adolescence and throughout adulthood. People who feel valued and comfortable with their peer groups have fewer behavioral problems. Peer social support is a protective factor for people’s mental health, protecting people from feelings of anxiety and alienation. Peers can provide advice and understanding during times of change and help people feel valued.
The interaction amongst fellow students can result in networking. For instance in a classroom set-up, some students may be already in office jobs or entrepreneurs. Making the right connections therefore can help the non- working students transform smoothly into the work environment since such people can help point out upcoming opportunities in the job market. Furthermore, they can help advice on the dos and dont’s when seeking jobs or when venturing into entrepreneurship.
Social relationships are an important aspect of the learning process and the classroom environment. Students who fail to adjust socially with their fellow students lack effective social-problem-solving skills. Social problems may include: inability to be empathetic to others perspectives, poor impulse control and inability to generate multiple and effective solutions to problems faced in the classroom. The same rule applies vice versa. Shortcomings in cognitive problem solving skills often lead to emotional and behavioral disorders requiring treatment. The feeling of belonging positively with fellow students affects the student self-image and self-esteem, motivation to achieve, speed of adjustment to the larger classroom and new demands, general behavior, and general level of achievement. Having positive social relationships between students with disabilities and their peers requires that the nondisabled peers in the classroom are well prepared so that they understand the needs of their new. CITATION Nat18 l 1033 (National Association of Special Education Teachers)Having a peer mentor, or a buddy amongst fellow students who is responsible for interacting with and helping the student in classroom activities and social situations helps in providing support and encouragement and enables the student with a disability to solve problems with class activities and generally adjust to the new classroom environment. Through this the students learn the importance of having a mentor in life for guidance, general support, or crisis assistance.
VALUE OF RELATIONSHIPS WITH STAFF IN PROFESSIONAL AND SOCIAL ROLESPositive relationships between students and school staff can lead to the school community becoming a source of security, stability and support for all students. Staff at the university level may include the cleaning staff, security staff, gym instructors, the chefs and cafeteria staff, members of staff in administration and finance offices, careers and placement staff, clinic staff and counselling staff.
Students who form close knit relationships with staff in the careers and placement office for instance become more advanced and enlightened professionally than students who are not. CITATION Rel18 l 1033 (Relationships and Belonging) For instance, such students are able to present well written curriculum vitaes when seeking jobs. They are also better prepared for interviews as they are well enlightened on how to respond to questions and how to present themselves.
Socially, students can learn the importance of being physically fit from interaction with gym instructors which could include but not limited to a reduction in lifestyle diseases such as hypertension and its importance in slowing down ageing. The counselling staff at university level may be tasked with supporting student’s personal well-being in terms of mental health, providing guidance in terms of personal choices, short term and long term goals. Clinic staff also instill the value and importance of having regular health checkups in order to catch developing health conditions early enough and attend to them.
References BIBLIOGRAPHY (n.d.). Retrieved November 14, 2018, from National Association of Special Education Teachers: http://faculty.uml.edu/darcus/01.505/naset_social_inclusion.pdf
DeRoles, P. (2012, November 16). The Importance of Empathy in the Workplace. Retrieved from Smart Business: http://www.sbnonline.com/article/the-importance-of-empathy-in-the-workplace/
Ian. (n.d.). Retrieved from Byrdseed: https://www.byrdseed.com/multiple-perspectives-right-and-wrong-at-the-same-time/
Ker, S. (2014, January 1). The Mediating Role of Classroom Social. Retrieved from https://scholarcommons.usf.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=6512&context=etd
Lindsay, W. (2012, July 1). The Impact of Students’ Academic and Social. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1108;context=cehsedaddiss
NYU. (n.d.). Interpersonal Relationships. Retrieved 11 14, 2018, from NYU: https://www.nyu.edu/life/safety-health-wellness/live-well-nyu/priority-areas/interpersonal-relationships.html
Relationships and Belonging. (n.d.). Retrieved November 14, 2018, from Mind Matters: https://www.mindmatters.edu.au/docs/default-source/learning-module-documents/j4383_mm_modulesummary-1-4-relationships-and-belonging-v6.pdf?sfvrsn=0
Wright, R. (2008, April 1). How to Get The Most From University Relationships. Retrieved from MIT Sloan: https://sloanreview.mit.edu/article/how-to-get-the-most-from-university-relationships/