What makes a good university lecturer? Students’ perceptions of teaching excellence

Abstract

PurposeThe purpose of this paper is to argue that, in order to achieve teaching excellence, student engagement in dialogue on this important matter is needed. Students’ conceptualisations of good teaching are fundamental when building an understanding of what this is and how it can be developed.Design/methodology/approachThis paper reports on findings of a qualitative study of undergraduate students’ perceptions of a good university lecturer. The paper draws on the secondary dataset collected by four subject centres of the Higher Education Academy (HEA).FindingsThe interpretive analysis of the data shows that, from students’ perspectives, a combination of the lecturer's subject knowledge, willingness to help and inspirational teaching methods makes a good university lecturer. Being humorous and able to provide speedy feedback were also perceived as important factors. These findings have some important implications for academic practice.Originality/valueThe key thesis advanced is that definitions of teaching excellence cannot be adequately obtained from typologies and descriptions of techniques and skills. The authors’ contention is that deeper understandings are built through engaging students in meaningful dialogue about pedagogy. This may uncover more profound layers of understanding of what makes good teaching at university and so probe the more elusive aspects which defy measurement via scales or performance indicators.

Towards an ‘ordinary’ cosmopolitanism in everyday academic practice in higher education

“…Community, openness to others, learner interaction, reflection, inclusive practices and the knowledge and personal experiences each learner brings with them inform the pedagogic approaches as illustrated in our sketches. In our view this conceptualisation of 'ordinary cosmopolitanism' may also support our professional learning (Wood and Su 2014) and our endeavours in achieving 'teaching excellence' in our practice (Su and Wood 2012).…”

Changemakers and change agents: encouraging students as researchers through Changemaker’s programmes

“…While there is plenty of research that has problematised student evaluations of teaching (SET) (Alhija & Fresko, 2009;Spooren, Brockx, & Mortelmans, 2013;Su & Wood, 2012), they can reveal the perceptions Ramsden spoke about in 1979. In research-intensive universities, too many students feel the staff are distant figures who are only available during lectures and office hours, and that departments lack a sense of community (Kandiko & Mawer, 2013).…”

Reconceptualising Teaching and learning in higher education: challenging neoliberal narratives of teaching excellence through collaborative observation

“…This is also reflected in how the relationships between teachers, students and the T & L orient themselves (e.g. Tubbs 2005;Su and Wood 2012). Previous research has identified traits of teaching excellence (e.g.…”