Understandings of ‘Teaching Excellence’ in Higher Education: A comparative study of English and Australian academics’ perspectives

Bartram, Brendan and Hathaway, Tanya and Rao, Namrata (2018) Understandings of ‘Teaching Excellence’ in Higher Education: A comparative study of English and Australian academics’ perspectives. Journal of Further and Higher Education. ISSN ISSN: 0309-877X, ESSN: 1469-9486 (Accepted for Publication)

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Official URL: https://doi.org/10.1080/0309877X.2018.1479518

Abstract

In the current higher education (HE) environment, indicators of ‘teaching excellence’ (TE) are increasingly under the spotlight. The literature offers a wide range of models and perspectives, but also highlights the need for greater (comparative) scrutiny of the perceptions of those at the centre – staff teaching across the disciplines in different countries. This article aims to contribute to ongoing debates by investigating and comparing the views of 120 academic staff teaching in one of two countries – England and Australia – in an attempt to deepen our appreciation of their definitions and understandings. The findings from this two-stage enquiry using online questionnaires and interviews indicate broad commonalities in the ways academics define TE, centred on facilitative, interactive pedagogy related to individual professional aspirations; they also reveal widely shared reservations about the term’s legitimacy and institutional/marketized (ab)use. As such, the findings offer policy-makers and institutions useful insights at a time where TE definitions and metrics are growing global pre-occupations.

Item Type: Article
Additional Information and Comments: This is an Accepted Manuscript of an article which will be published by Taylor & Francis Journal of Further and Higher Education, once published it will be available online at: https://www.tandfonline.com/loi/cjfh20
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Namrata Rao
Date Deposited: 12 Jul 2018 11:16
Last Modified: 12 Jul 2018 11:16
URI: http://hira.hope.ac.uk/id/eprint/2569

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