Rapport refers to when two people “click.” Although business education researchers have begun to study rapport, past research has principally focused on students' perceptions of rapport, whereas faculty's perceptions of rapport have never been studied or contrasted with those of students. Understanding this is critical as rapport between faculty and students can improve learning and bestow other positive student and faculty benefits. Employing qualitative research, this study uncovers faculty's views of the antecedents and outcomes of rapport between faculty and students. Based on the results of this study, a faculty-student model of rapport is developed. This model shows that approach, personality, and homophily factors serve as antecedents to such rapport. Student benefits such as enhanced learning, greater involvement, and greater customization are important outcomes of rapport. Other outcomes include faculty benefits, outside-of-the-classroom benefits, as well as benefits for both faculty—students. Contrasts to past research and recommendations for faculty to build rapport are presented.
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