Understanding ‘teaching excellence’ in higher education: a critical evaluation of the National Teaching Fellowships Scheme

Skelton, Alan

doi:10.1080/0307507042000236362

Cited by 75 publications

(60 citation statements)

References 11 publications

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“…The purpose was to provide a comprehensive analysis of the research problems and to obtain sufficiently detailed data. Firstly, after a careful review of literature, a questionnaire was developed, related to effective teaching elements regarding classroom management, the staging of lessons, assessment and evaluation, and psychological factors (Biggs, 2003;Hillier, 2012;Marsh, 1987;Ramsden, 1992;Skelton, 2004;Yates, 2005). Separate versions of the questionnaire were subsequently developed in order to examine the difference between the perceptions of the students and faculty members.…”

Section: Methodsmentioning

confidence: 99%

Perceptions versus Realities: Teaching Quality in Higher Education

Üstünlüoğlu

2016

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KeywordsThe purpose of this study is to investigate the perceptions of both students and faculty members on teaching quality in higher education, taking nationality, gender, GPA and faculty members' perceptions of university priorities into consideration. The mixed method approach was used to collect both quantitative and qualitative data simultaneously in the study. The quantitative data were collected from two countries: The United States and Turkey through a questionnaire developed for the study. Qualitative data were collected through focus group meetings; two with the faculty members and two with the students. The results indicated a difference between the perceptions of the student and faculty groups, regardless of nationality. In contrast to the students, faculty members perceived themselves competent in the three areas of delivery of instruction, rapport, and assessment. It was also found that nationality and GPA had an impact on students' perceptions whereas gender had an insignificant effect. As for perceived priorities, although both groups stated that teaching is important, it was interesting to note that Turkish group also emphasized administrative work and research/publication as priorities for the university. The results of this research suggests that more work is still needed to reach the high expectations for teaching quality in higher education such as in-service training and professional development activities, particularly on as self-reflection, improvement of teaching skills, and innovative teaching methods with an emphasis on technology. Teaching qualityHigher education PerceptionsArticle Info

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Section: Methodsmentioning

confidence: 99%

Perceptions versus Realities: Teaching Quality in Higher Education

Üstünlüoğlu

2016

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“…The latter study found that accounting academics in South Africa (a developing country) are of the opinion that their main focus should be on being quality educators rather than being quality accountants. In addition, Skelton (2004) hast suggested the establishment of a national body to develop and promote teaching and learning in the professions with similar purposes than any other professional body.…”

Section: Accounting Lecturers As Academicsmentioning

confidence: 99%

Lecturers' professional identity: The chase of chartered accountants in academia

Bitzer

Jager

2016

SAJHE

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This study surveyed a number of accounting lecturers at a research-intensive South African university to determine their perceptions and preferences regarding their own professional identity.How university lecturers see and experience their own professional identity is important as such views influence the way they teach, participate in professional learning opportunities and attach value to what they do. The findings indicate that professional identity is not a stable construct, that it is related to personal choices and influenced by a number of contextual factors. The participant group of accounting lecturers indicated their professional identity as primarily being professional lecturers rather than professional chartered accountants, but background variables did not seem to play a significant role in their professional identity formation, nor was role conflict identified as being a major factor. The findings imply that if accounting lectures consider themselves as professional university lecturers rather than professional chartered accountants, excelling as academics and educators would contribute towards excellence in the teaching of accounting.

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“…Alongside student views data can be collected from peers, the individual through reflection and a range of other evidence such as external examiner views and course materials (Hammer et al 2010 &Lilly, Rivera-Macias andWarnes 2013). The author was also aware that there was a lack of planned dissemination of good practice from these awards which others such as Halse, et al (2007), Palmer & Collins (2006) and Skelton (2004) had noted and, limited use was made of those who won awards in terms of mentoring others (Little et al 2007).…”

Section: Introductionmentioning

confidence: 99%

“…The literature in this area demonstrates the growth and interest in teaching excellence and the variety of criteria in schemes which are not always clearly defined or transparent (Chalmers 2011;28, Gibbs 2008, 3, Piascik et al 2011, Skelton 2004, 457 & Young 2006. The author knew that despite some evaluation of the award scheme over a period of time there had not been any critical review of the criteria used across the institution and there was a lack of explicit discussion of these.…”

Section: Introductionmentioning

confidence: 99%

Teaching Excellence from Whose Perspective?

Parker¹

2014

The International Journal of Assessment and Evaluation

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This article presents the work undertaken as part of a Higher Education Academy Change Academy project focused on recognising teaching excellence in a UK Higher Education Institution. There is a brief introduction to the ongoing issues of recognising and assessing teaching excellence and reference to the evaluative project methodology used. The data collection using surveys and workshops enabling views from 181 participants is outlined and the approach to analysis. The findings from the project and some of the discussion in the workshop undertaken at the Twentieth International Conference on Learning held in Rhodes, Greece in July 2013 and then discussed together. Through the project it has been possible to identify four main themes for teaching excellence which are, the teacher's personal attributes, teacher role related activities, the teacher-student relationship and the scholarly teacher. In addition five main areas of evidence have been identified. These are peer review and esteem, student feedback, education documentation, evidence of impact and lastly evidence based practice. The article then concludes with three recommendations one of which is to evaluate the use of the new themes and criteria in the award scheme.

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Understanding ‘teaching excellence’ in higher education: a critical evaluation of the National Teaching Fellowships Scheme

Cited by 75 publications

References 11 publications

Perceptions versus Realities: Teaching Quality in Higher Education

Perceptions versus Realities: Teaching Quality in Higher Education

Lecturers' professional identity: The chase of chartered accountants in academia

Teaching Excellence from Whose Perspective?

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