Power Bases of Faculty Supervisors and Educational Outcomes for Graduate Students

The French and Raven power taxonomy (coercive, expert, legitimate, referent, and reward) was utilized to investigate graduate students' perceptions of their supervising professors' power and the relationship between professors' power and various students' perceptions, intentions,...

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Veröffentlicht in:	The Journal of higher education (Columbus) 1996-05, Vol.67 (3), p.267-297
Hauptverfasser:	Aguinis, Herman, Nesler, Mitchell S., Quigley, Brian M., Lee, Suk-Jae, Tedeschi, James T.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Analysis Coercive power College Faculty College Outcomes Assessment College students College teachers Education Educational Research Educational Researchers Evaluation Expert power Faculty Advisers French language Graduate Students Graduate studies Graduate Study Higher Education Legitimate power Multiple regression Nineteenth Century Outcomes of Education Perceptions Power Power Structure Referent power Referents Regression coefficients Reward power Student Attitudes Superior Subordinate Relationship Supervision Teacher Role Teacher Student Relationship Teacher-student relations Teacher-student relationships Teachers
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Beschreibung
Zusammenfassung:	The French and Raven power taxonomy (coercive, expert, legitimate, referent, and reward) was utilized to investigate graduate students' perceptions of their supervising professors' power and the relationship between professors' power and various students' perceptions, intentions, and behaviors. The results show that faculty power bases are related to several variables that are critical to student satisfaction and success.
ISSN:	0022-1546 1538-4640
DOI:	10.1080/00221546.1996.11780261