Abstract

Introduction: This research investigates the social representations of communication between teachers and students in higher education in Chile, contextualized within a successful education industry that is market-driven and regulated by accreditation processes. Methodology: A mixed-methods approach, incorporating spontaneous evocation and in-depth interviews, was employed to explore the social representations held by higher education teachers regarding their communication with students. Results: Three distinct types of communication were identified: paternalistic, academic, and those associated with training and experience. Additionally, the study highlights a perceived lack of clear institutional guidelines on the expected type of communication. Discussion: The importance of understanding communication in a context of competitiveness and performance in higher education institutions emerges given that research reveals a diversity of social representations perceived as mediated and derived from the educational model. Conclusions: While this study advances the understanding of relational dynamics stemming from teacher-student communication, future research should incorporate the students' perspectives to comprehensively address the representations and factors mediating their interactions.