Fitted: the impact of academics' attire on students' evaluations and intentions

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dc.contributor.author Oliver, Sebastian
dc.contributor.author Marder, Ben
dc.contributor.author Erz, Antonia
dc.contributor.author Kietzmann, Jan
dc.date.accessioned 2021-10-13T23:29:35Z
dc.date.available 2021-10-13T23:29:35Z
dc.date.copyright 2021 en_US
dc.date.issued 2021
dc.identifier.citation Oliver, S., Marder, B., Erz, A., & Kietzmann, J. (2021). Fitted: The impact of academics’ attire on students’ evaluations and intentions. Assessment & Evaluation in Higher Education, 1-21. https://doi.org/10.1080/02602938.2021.1921105 en_US
dc.identifier.uri https://doi.org/10.1080/02602938.2021.1921105
dc.identifier.uri http://hdl.handle.net/1828/13456
dc.description.abstract Dressing formally or informally as an academic may be a trade-off when it comes to managing impressions towards students, but the extant body of literature remains limited with only mixed results. This research is the first focussed investigation to examine the effects of academic dress formality on the ‘big two’ of impression formation, perceptions of warmth and competence. In a series of three controlled laboratory experiments (total N = 1361), we find dress formality to increase perceptions of competence but to decrease perceptions of warmth, which leads to ‘downstream’ effects on students’ evaluations of instructors and behavioural intentions to enrol in a course. Furthermore, we demonstrate that perceptions of competence may be subject to other information cues (success communication and discipline norms) that can mitigate negative effects associated with dress informality. Implications for higher education practitioners are provided. en_US
dc.language.iso en en_US
dc.publisher Assessment & Evaluation in Higher Education en_US
dc.subject impression management en_US
dc.subject dress formality en_US
dc.subject instructor evaluations en_US
dc.title Fitted: the impact of academics' attire on students' evaluations and intentions en_US
dc.type Article en_US
dc.description.scholarlevel Faculty en_US
dc.description.reviewstatus Reviewed en_US

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