Polytechnic instructors as first responders to student crises : centring faculty voices
department or school: Education, Faculty of
department or school: Educational Studies (EDST), Department of
data provider: DSpace
degree campus: UBCV
creator: Westcott, Morgan
issued: 2025-04-10T17:53:19Z
issued: 2025
related degree: Doctor of Education - EdD
degree grantor: University of British Columbia
description: The purpose of this qualitative study was to identify and describe the ways some instructors experienced encounters with students in distress, to better support instructors, centre their voices, and acknowledge that instructor well-being is important in its own right. While there is a significant body of literature representing the challenges for students in post-secondary education, there is little research specific to instructor experiences. To contribute to an emerging body of work on the faculty viewpoint, this study was approached from the perspective of care ethics, where care was framed as a quality of the relation between the instructor and student (e.g., Noddings) as well as affected by organizational factors and broader social structures (e.g., Tronto, Fraser). It used Thorne’s interpretive descriptive framework, incorporating approaches from phenomenography and solicited audio-diary methods to identify and describe the ways a group of polytechnic instructors experienced encounters with students in distress. Through a process of manual encoding, diary and interview data was grouped into themes and presented as an outcome space (map) of the phenomenon. This expanded a previous 3R framework (DiPlacito-DeRango) of instructor responses to distressed students (recognize, render, and redirect) to 5Rs (recognize, react, render, redirect, and reciprocate) and situated these components within an organizational and societal context. The analysis shared instructor responses in their own words to highlight various themes and discusses the factors that can facilitate, and inhibit, caring relations along individual, organizational, and systemic lines. It concluded with a set of recommendations to the Institute to better support instructors in their enactment of care.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/90624
note: POLYTECHNIC INSTRUCTORS AS FIRST RESPONDERS TO STUDENT CRISES: CENTRING FACULTY VOICES by Morgan Westcott B.A., The University of British Columbia, 2002 M.A., Royal Roads University, 2009 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in The Faculty of Graduate and Postdoctoral Studies (Educational Leadership and Policy) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2025 © Morgan Westcott, 2025 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Polytechnic instructors as first responders to student crises: centring faculty voices submitted by Morgan Westcott in partial fulfilment of the requirements for the degree of Doctor of Education in Educational Leadership and Policy Examining Committee: Dr. Claudia Ruitenberg, Professor, Department of Educational Studies, UBC Supervisor Dr. Alison Taylor, Professor, Department of Educational Studies, UBC Supervisory Committee Member Dr. Amy Metcalfe, Professor, Department of Educational Studies, UBC Supervisory Committee Member Dr. Sabre Cherkowski, Professor, Okanagan School of Education, UBC University Examiner Dr. Deirdre Kelly, Professor, Department of Educational Studies , UBC University Examiner iii Abstract The purpose of this qualitative study was to identify and describe the ways some instructors experienced encounters with students in distress, to better support instructors, centre their voices, and acknowledge that instructor well-being is important in its own right. While there is a significant body of literature representing the challenges for students in post-secondary education, there is little research specific to instructor experiences. To contribute to an emerging body of work on the faculty viewpoint, this study was approached from the perspective of care ethics, where care was framed as a quality of the relation between the instructo…
has type: Thesis/Dissertation
date issued: 2025-05
is shown at: 10.14288/1.0448345
language: eng
degree discipline: Educational Leadership and Policy
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Ruitenberg, Claudia
type: Text
identifier URI: http://hdl.handle.net/2429/90624