Abstract
Despite the recent focus on disruptive student behaviors in the classroom, little attention has been given to disruptive faculty behaviors. Utilizing theoretical concepts developed in the services-marketing literature, this study empirically explores student perceptions of disruptive faculty behaviors in the classroom. More specifically, this research develops a typology of disruptive faculty behaviors, including frequency of occurrence and the perceived magnitude of disruptions from the students’ perspective. Respondents also provide insights into how well students effectively manage disruptive faculty behaviors. Twelve types of disruptive behaviors and 10 suggested approaches for managing disruptive faculty behaviors are presented and discussed.
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