Perceptions of Institutional Teaching Culture by Tenured, Tenure-track, and Sessional Faculty

Abstract

The Institutional Teaching Culture Perception Survey (ITCPS) was used to investigate beliefs of tenured, tenure-track, and sessional faculty members (N=576) about the teaching culture within three large research-intensive universities in Canada. As predicted, we found significant differences between these three groups of faculty members’ perceptions of their institutions’ teaching cultures. Sessional faculty perceived that their universities rewarded effective teaching less than their tenured or tenure-track colleagues. Tenured faculty were less likely than the tenure-track and sessional faculty to believe it was important to encourage, recognize, or assess effective teaching. These results have important implications for the quality of teachingand, ultimately, student learning, as sessional faculty are teaching an increasing number of students and tenured faculty are the primary decision-makers in setting the priorities for their institutions.

Exploring the scholarship of teaching and learning (SoTL) landscape of academia: SoTL‐centric culture elements in institutions of faculty members who publish in SoTL‐focused journals

“…Similarly, Dawson et al. (2019) found that there were differences in perceptions of teaching culture among different groups of faculty members, emphasizing the importance of considering the diverse perspectives of different groups of faculty members in understanding and changing teaching culture.…”

“…A strong and supportive teaching culture is critical for faculty success in higher education (Paulsen & Feldman, 1995; Shaw et al., 2019, bib21. When a culture of teaching excellence is present, faculty members are encouraged to continuously improve their teaching practices and are provided with opportunities for professional development (Dawson et al., 2019). The result is more engaging and effective instruction for students, which in turn can lead to improved learning outcomes (Kustra et al., 2015).…”

A Review on the Application and Development of the BOPPPS Model in Chinese Colleges and Universities

“…Based on the preset structure focusing on the interactive nature of teaching, BOPPPS is one of many lesson planning models instructors apply and succeed to organize classes, sessions, and workshops throughout the world [1]. However, this model just starts to gain its momentum in mainland China recently.…”

General orders for the embedded researcher: Moorings for a developing profession

“…Embedded researchers may begin by considering clinician identity 14 and culture 15 and healthcare organizational identity 16 and culture 17 (and potential clinician/organizational conflict portending dysfunction, such as workforce burnout 18 ). Likewise, embedded researchers may reference academicians' identity and culture 19 , 20 , 21 , 22 informing conduct codes in academic settings. 23 However, the collective discourse less readily articulates identity, culture, and conduct code axiom(s) for the embedded researcher‐one charged to negotiate dual affiliation 3 (academic and clinical) within healthcare organizations.…”