Informality in staff-student communications: a student perspective

An inclusive learning environment is one in which staff and students are able to interact with mutual respect.But how does this work when students and staff communicate via email and in teaching interactions?We conducted a survey of 119 undergraduate students. The Likert part of the survey gave insights into theformality of staff-student communications. Students mostly prefer to use informal greetings but only afterreceiving a cue from staff this was acceptable. Most students hold back from using staff first names becauseof risks of offending staff. Students generally prefer personal and informal greetings from staff.Thematic analysis of open comment from the survey indicates that the style of communication betweenstudents and staff is highly contextual and dynamic. Factors involved appear to include size of class, stage inthe degree, development of the staff-student relationship, and the student’s cultural identity.Students appreciate the effort that staff made in teaching in learning students’ first names. Informalcommunication “boosts confidence” and makes it easier to engage. Personalised communication indicatesthat staff are interested in what the student has to contribute. Staff who are more familiar and friendly areregarded as being more approachable. This might be reassuring if a student is struggling. Relaxed ways ofcommunicating are regarded as a means to “build relationships” and reduce the social distance betweenstudents and staff. In contrast, one student reported that some staff “could not be bothered with that,which I find rather insulting”. Another student stated that “it is very important to me that I’m treated withequal respect” in a reciprocal relationship with staff. Not being acknowledged by name can feel “cold andunwelcoming” and being made anonymous.We recommend that working in staff-student communication could yield benefits for both in an inclusivelearning community.