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Article: Conceptualisation of teaching excellence: an analysis of teaching excellence schemes

TitleConceptualisation of teaching excellence: an analysis of teaching excellence schemes
Authors
Keywordsawards and recognition
conceptualisation
organisational culture
Teaching excellence
Issue Date18-May-2024
PublisherTaylor and Francis Group
Citation
Assessment & Evaluation in Higher Education, 2024, v. 49, n. 4, p. 485-498 How to Cite?
Abstract

Recognition of teaching excellence has become a global trend in higher education as various schemes and awards are established as a way to assure stakeholders of the quality of teaching in universities. At present, there is a lack of research into what teaching excellence means from an institutional perspective. This study explores the conceptualisation of teaching excellence in 95 award documents from research-intensive and non-research-intensive higher education institutions as well as national and regional-level teaching excellence schemes. Data were collected from official institution websites and analysed using thematic analysis. The findings show that teaching excellence is defined by five dimensions of excellence (impact, innovation, inclusivity, scholarship of teaching and learning, and student-centredness) in six aspects of teaching (pedagogy, curriculum planning and design, assessment, student support, service to communities and professional development). A matrix is constructed based on the findings to explicate the concept of teaching excellence, and potential contradictions and tensions concerning the values emphasised in the dimensions of excellence are highlighted. The findings of this study have theoretical and practical implications for researchers, policy makers, staff development personnel and practitioners.


Persistent Identifierhttp://hdl.handle.net/10722/343946
ISSN
2023 Impact Factor: 4.1
2023 SCImago Journal Rankings: 2.738
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChan, Cecilia Ka Yuk-
dc.contributor.authorChen, Siaw Wee-
dc.date.accessioned2024-06-18T03:43:01Z-
dc.date.available2024-06-18T03:43:01Z-
dc.date.issued2024-05-18-
dc.identifier.citationAssessment & Evaluation in Higher Education, 2024, v. 49, n. 4, p. 485-498-
dc.identifier.issn0260-2938-
dc.identifier.urihttp://hdl.handle.net/10722/343946-
dc.description.abstract<p> <span>Recognition of teaching excellence has become a global trend in higher education as various schemes and awards are established as a way to assure stakeholders of the quality of teaching in universities. At present, there is a lack of research into what teaching excellence means from an institutional perspective. This study explores the conceptualisation of teaching excellence in 95 award documents from research-intensive and non-research-intensive higher education institutions as well as national and regional-level teaching excellence schemes. Data were collected from official institution websites and analysed using thematic analysis. The findings show that teaching excellence is defined by five dimensions of excellence (impact, innovation, inclusivity, scholarship of teaching and learning, and student-centredness) in six aspects of teaching (pedagogy, curriculum planning and design, assessment, student support, service to communities and professional development). A matrix is constructed based on the findings to explicate the concept of teaching excellence, and potential contradictions and tensions concerning the values emphasised in the dimensions of excellence are highlighted. The findings of this study have theoretical and practical implications for researchers, policy makers, staff development personnel and practitioners.</span> <br></p>-
dc.languageeng-
dc.publisherTaylor and Francis Group-
dc.relation.ispartofAssessment & Evaluation in Higher Education-
dc.subjectawards and recognition-
dc.subjectconceptualisation-
dc.subjectorganisational culture-
dc.subjectTeaching excellence-
dc.titleConceptualisation of teaching excellence: an analysis of teaching excellence schemes-
dc.typeArticle-
dc.identifier.doi10.1080/02602938.2023.2271188-
dc.identifier.scopuseid_2-s2.0-85174231866-
dc.identifier.volume49-
dc.identifier.issue4-
dc.identifier.spage485-
dc.identifier.epage498-
dc.identifier.eissn1469-297X-
dc.identifier.isiWOS:001085729500001-
dc.identifier.issnl0260-2938-

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