{"id":23844,"date":"2025-10-02T14:51:04","date_gmt":"2025-10-02T04:51:04","guid":{"rendered":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/?p=23844"},"modified":"2025-10-02T14:51:04","modified_gmt":"2025-10-02T04:51:04","slug":"a-recipe-for-relational-pedagogy-combining-warmth-competence-high-expectations-and-academic-rigour","status":"publish","type":"post","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/a-recipe-for-relational-pedagogy-combining-warmth-competence-high-expectations-and-academic-rigour\/","title":{"rendered":"A recipe for relational pedagogy: Combining warmth, competence, high expectations, and academic rigour"},"content":{"rendered":"

\"\"<\/a>In the very first class of a multi-cohort unit I was coordinating some semesters ago\u2014the Ernst & Young Interdisciplinary and Community Project Unit (ICPU) with 106 students\u2014an offhand student remark stopped me in my tracks. As I set up at the front of the room, I overheard one student whisper (just loudly enough),<\/p>\n

\u201cShe looks friendly\u2014let\u2019s move a few rows closer.\u201d<\/em><\/p>\n

It was a simple comment, but it became, for me, a defining teaching moment. I realised that before I\u2019d even spoken a word, perceptions of warmth were shaping how students engaged with me, the class, and ultimately, their learning experience.<\/p>\n

This reflection came at a time when broader conversations about the impact of teaching quality in higher education were intensifying. The Organisation for Economic Co-operation and Development (OECD) has highlighted how forces like globalisation, technological progress, demographic shifts, and evolving values are reshaping not just the world of work, but also the expectations placed on universities (Howells, 2018<\/a>). Our classrooms are becoming more diverse and complex (Arvanitakis & Hornsby, 2016<\/a>), while policy directions\u2014such as the Universities Accord 2024<\/a>\u2014are prompting institutions to rethink how they deliver meaningful student experiences (Student Experience Survey, 2024<\/a>). At the same time, my own professional development\u2014through the Modular Professional Learning Framework<\/a> (MPLF) and Advance HE Fellowship<\/a>\u2014prompted deep reflection. These experiences revealed my dominant teaching approach as \u201cNurturing,\u201d supported by \u201cApprenticeship\u201d and \u201cDevelopmental\u201d styles, and highlighted both strengths and areas for growth in my education-focused role.<\/p>\n

Building a relational pedagogy: Warmth and competence in practice<\/h2>\n

\"\"
\nBuilding on these insights, I turned to Self-Determination Theory (SDT), which I had first explored through the MPLF\u2019s M01. Its theoretical foundations\u2014autonomy, competence, and relatedness (Ryan & Deci, 2002<\/a>)\u2014provide a clear, intentional framework for enhancing teaching quality. After the first year of teaching, however, I realised that even with SDT as a framework, there was a deeper need: to make the teacher\u2013student relationship the heart of my approach. Research reinforces why this matters\u2014teaching quality is consistently one of the strongest drivers of student satisfaction (Bell & Brooks, 2017<\/a>). This led me to relational pedagogy, which, as Hickey and Riedl (2023<\/a>) describe,<\/p>\n

\u201crecognises the centrality of the relationship between teachers and students to learning, remains responsive to the dynamics of the encounter and provides the conditions necessary for an emancipatory possibility in education.\u201d<\/em><\/p>\n

To understand how to bring this to life, I turned to the stereotype content model from social cognition research, which identifies warmth and competence as two universally recognised dimensions that shape human perceptions and interactions (Fiske et al., 2006<\/a>). That initial whispered remark about me \u201clooking friendly\u201d<\/em> took on new meaning\u2014it wasn\u2019t just a comment, but an invitation to embrace warmth and competence as the twin pillars of the kind of teaching I wanted to offer.<\/p>\n

Making Warmth Visible<\/h3>\n

I began by asking myself: What does warmth look like in the classroom? How does it show up in ways students can feel? <\/em>It turned out to be a collection of small, consistent actions:<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
When<\/strong><\/td>\nWhat I Do<\/strong><\/td>\nExamples \/ How I Do It<\/strong><\/td>\n<\/tr>\n<\/thead>\n
At the Start of Each Class<\/strong><\/td>\nGreet students by name and learn them<\/td>\nStudents create fun, personalised name tents I bring back each week.<\/td>\n<\/tr>\n
<\/td>\nArrive early to chat informally<\/td>\nLight conversations\u2014once even about Taylor Swift\u2019s Sydney concert\u2014set a friendly tone.<\/td>\n<\/tr>\n
<\/td>\nShare personal anecdotes<\/td>\nStories about international work, moving to Sydney, or my transition from law \u2192 business \u2192 interdisciplinary teaching.<\/td>\n<\/tr>\n
<\/td>\nAcknowledge diverse backgrounds<\/td>\nActivities celebrate cultural, linguistic, and disciplinary diversity, and I share my own bilingual and international experiences.<\/td>\n<\/tr>\n
In Feedback & Assessment<\/strong><\/td>\nBegin with a strength-based comment<\/td>\n\u201cThis reflection presents some well-considered insights\u2026\u201d<\/em><\/td>\n<\/tr>\n
<\/td>\nProvide personalised feedback<\/td>\n\u201cYou clearly worked hard on \u2026\u201d<\/em> to recognise effort.<\/td>\n<\/tr>\n
<\/td>\nInvite dialogue on feedback<\/td>\nEncourage Zoom or in-person chats for follow-up.<\/td>\n<\/tr>\n
<\/td>\nRecognise effort and growth<\/td>\nHighlight improvements in skills or engagement.<\/td>\n<\/tr>\n
Beyond Class<\/strong><\/td>\nSend congratulatory emails<\/td>\nAcknowledge milestones or great work.<\/td>\n<\/tr>\n
<\/td>\nRespond promptly and kindly to emails and queries<\/td>\nSurvey data shows students value this highly.<\/td>\n<\/tr>\n
<\/td>\nTake interest in achievements<\/td>\nAsk about internships, jobs, external projects.<\/td>\n<\/tr>\n
<\/td>\nOffer flexibility when needed<\/td>\nProvide simple extensions for genuine challenges.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/h3>\n

Making Competence Visible<\/h3>\n

Warmth alone isn\u2019t enough\u2014students also need to feel guided by clarity and expertise. Here are ways to make competence tangible:<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Area<\/strong><\/td>\nWhat I Do<\/strong><\/td>\nExamples \/ How I Do It<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Curriculum & Structure<\/strong><\/td>\nFrame purpose, outcomes, and industry links<\/td>\nExplain why<\/em> tasks matter and connect to workplace expectations.<\/td>\n<\/tr>\n
<\/td>\nUse scaffolds<\/td>\nShare templates, past exemplars, and guidance.<\/td>\n<\/tr>\n
<\/td>\nAlign tasks to real-world skills<\/td>\nDesign assessments using industry briefs; draw on reports from World Economic Forum, OECD, McKinsey.<\/td>\n<\/tr>\n
<\/td>\nMap out the unit journey<\/td>\nProvide timelines and milestones.<\/td>\n<\/tr>\n
Instruction & Facilitation<\/strong><\/td>\nShare professional & research experience<\/td>\nBring in real-world examples to model expertise.<\/td>\n<\/tr>\n
<\/td>\nFacilitate interdisciplinary collaboration<\/td>\nEncourage teams to work across fields.<\/td>\n<\/tr>\n
Feedback & Assessment<\/strong><\/td>\nProvide actionable, workplace-aligned feedback<\/td>\nSuggest integrating high-quality\u00a0government and\u00a0industry sources alongside scholarship.<\/td>\n<\/tr>\n
<\/td>\nUse employability-focused rubrics<\/td>\nFrame assessments in terms of skills employers value.<\/td>\n<\/tr>\n
<\/td>\nLink feedback to growth<\/td>\nShow how learning applies to future projects & careers.<\/td>\n<\/tr>\n
Industry Engagement<\/strong><\/td>\nCoach students for industry interactions<\/td>\nPrepare for meetings, presentations, networking.<\/td>\n<\/tr>\n
<\/td>\nBrief industry partners effectively<\/td>\nGive partners context to better support students.<\/td>\n<\/tr>\n
<\/td>\nHelp navigate conflicting feedback<\/td>\nGuide students when academic vs. industry advice differs.<\/td>\n<\/tr>\n
<\/td>\nShare insider insights<\/td>\nTalk candidly about workplace culture & expectations.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/h3>\n

Embedding high expectations and academic rigour<\/h3>\n

\"\"
\nBeyond warmth and competence, I deliberately embed high expectations and academic rigour.<\/p>\n

    \n
  • Authentic, complex tasks:<\/strong> Students tackle real-world challenges with no clear solution (e.g., creating a sustainability roadmap for energy transition for an industry partner, Gilbert and Tobin).<\/li>\n
  • Evidence-based writing:<\/strong> Presentations draw on academic and industry sources with proper citations, I encourage students to base all statements and claims on rich and verified sources.<\/li>\n
  • Professional standards:<\/strong> ICPU assessments require industry-style outputs\u2014infographics, formal reports\u2014relying upon clear rubrics.<\/li>\n
  • Interdisciplinary depth:<\/strong> Students synthesise across disciplines and defend decisions.<\/li>\n
  • Developmental feedback:<\/strong> Critical, timely, iterative and focused on growth and workplace readiness.<\/li>\n
  • Explicitly communicated expectations:<\/strong> Students are challenged but know I believe in their potential, and that I am always ready and willing to support them should they run into a big challenge.<\/li>\n
  • Reflective practice:<\/strong> Students connect learning to future roles.<\/li>\n<\/ul>\n

    This mix ensures students are challenged in meaningful ways, not overwhelmed, and see that rigour isn\u2019t pressure for its own sake\u2014it\u2019s preparation for life beyond university.<\/p>\n

    The tangible impact<\/h3>\n

    The impact of weaving warmth, competence, high expectations, and academic rigour into my teaching has been tangible. Students not only respond emotionally to these elements\u2014their perceptions translate into positive outcomes:<\/p>\n\n\n\n\n\n\n\n\n
    Element<\/strong><\/td>\nWhat Students Feel<\/strong><\/td>\nTeaching Quality Outcome<\/strong><\/td>\n<\/tr>\n<\/thead>\n
    Warmth<\/strong><\/td>\nSafe, seen, and supported<\/td>\nBuilds trust and fosters community<\/td>\n<\/tr>\n
    Competence<\/strong><\/td>\nGuided by expertise<\/td>\nEnhances clarity, structure, relevance<\/td>\n<\/tr>\n
    High Expectations<\/strong><\/td>\nMotivated to excel<\/td>\nEncourages responsibility and effort<\/td>\n<\/tr>\n
    Academic Rigour<\/strong><\/td>\nChallenged meaningfully<\/td>\nCultivates deep learning and critical thinking<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    \u201c[Name] was the best teacher I have studied under in my entire degree…she was highly empathetic and caring, and made me feel very comfortable in class\u2026 This unit should be mandatory in all degree streams; the interdisciplinary approach replicates the reality of the workforce. This was probably the most valuable subject I have taken in terms of applicable skills in the workforce.\u201d<\/em> (Rotary Intensive ICPU 2025)<\/p>\n

    \u201cOver these rigorous weeks, I’ve learnt core skills in management consulting, collaborative research, and strategic planning while completing a detailed study on agile processes in the manufacturing business\u2026 This experience has sharpened my analytical ability and given me vital insights into business process transformation in large-scale industrial operations.\u201d <\/em>(Tata India ICPU 2025)<\/p>\n

    Future Implications<\/h3>\n

    The implications of this relational, high-expectations teaching approach are far-reaching, extending well beyond the classroom.<\/p>\n

      \n
    • For students<\/strong>: USS response rates consistently exceed 70%, results have risen, and many now connect post-study via LinkedIn.<\/li>\n
    • For industry partners<\/strong>: High satisfaction and retention, new mentorship and internship pathways.<\/li>\n
    • For Sydney<\/strong>: Alignment with 2032 Strategy\u00a0priorities around real-world learning and industry engagement.<\/li>\n
    • For the DVC (E)<\/strong>: Enabled co-developing scaled-up ICPU offerings across several project themes.<\/li>\n
    • For me, personally<\/strong>: A deeply gratifying experience, supporting students to push boundaries, build confidence, and grow.<\/li>\n<\/ul>\n

      Conclusion<\/h2>\n

      As higher education grows more complex and demand for real-world impact intensifies, the challenge, and opportunity, is to scale this relational, rigorous approach without losing its human core. Teaching that blends warmth, competence, high expectations, and academic rigour isn\u2019t just good for students\u2014it\u2019s essential for reimagining what truly meaningful university education can be in the years ahead.<\/p>\n","protected":false},"excerpt":{"rendered":"

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