{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,10]],"date-time":"2026-06-10T16:18:14Z","timestamp":1781108294205,"version":"3.54.1"},"reference-count":18,"publisher":"IGI Global Scientific Publishing","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2018,4]]},"abstract":"<jats:p>Higher education institutions are investing significant effort into the improvement of student success, retention and satisfaction. Some effort is being expended in research seeking to understand influencing factors, but the majority of effort is directed towards improving teaching quality. Effort to improve teaching quality is characterised by professional development initiatives, the general aim being to facilitate the shift away from traditional teacher-centred approaches, towards student-centred approaches. Though these initiatives are useful there exists an omission (or at the very least an area of severe-under-emphasis) within the discourse surrounding teaching quality in higher education \u2013 explicit attention to the teacher-student connection. The premise of the present article is that to make greater inroads into bettering student experiences and outcomes, the teacher-student connection, along with the humanist perspective in which it is embedded, is integral to the quality teaching practice in higher education.<\/jats:p>","DOI":"10.4018\/ijavet.2018040101","type":"journal-article","created":{"date-parts":[[2018,3,14]],"date-time":"2018-03-14T09:45:42Z","timestamp":1521020742000},"page":"1-10","source":"Crossref","is-referenced-by-count":3,"title":["The Human Student"],"prefix":"10.4018","volume":"9","author":[{"given":"Geraldine","family":"Torrisi-Steele","sequence":"first","affiliation":[{"name":"Griffith University, Logan Campus, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2432","reference":[{"key":"IJAVET.2018040101-0","unstructured":"Atkinson, S. P. (2015, March 31). Is Higher Education lacking its affective dimension? Retrieved from Learning Design and Educational Technologies: https:\/\/spatkinson.wordpress.com\/2015\/03\/31\/is-higher-education-lacking-its-affective-dimension\/"},{"key":"IJAVET.2018040101-1","doi-asserted-by":"publisher","DOI":"10.1080\/01411920701208415"},{"key":"IJAVET.2018040101-2","first-page":"137","article-title":"Teacher-student relationships: Toward personalized education.","author":"B.Bernstein-Yamashiro","year":"2013","journal-title":"New Directions for Youth Development ("},{"key":"IJAVET.2018040101-3","author":"B. S.Bloom","year":"1956","journal-title":"Taxonomy of educational objectives"},{"issue":"1","key":"IJAVET.2018040101-4","first-page":"3","article-title":"The student centered SI leader and Carl Rogers.","volume":"25","author":"W. M.Burgan","year":"2008","journal-title":"Research & Teaching in Developmental Education"},{"key":"IJAVET.2018040101-5","unstructured":"Gallagher, E. (2013, Fall). 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