Awarding teaching excellence: 'what is it supposed to achieve?' Teacher perceptions of student-led awards

Madriaga, Manuel; Morley, Krystle

Abstract

Although there is lack of agreement as to what constitutes teaching excellence, there remains a steady effort to make an intangible, ambiguous, multifaceted concept incarnate in the form of 'student-led' teaching awards schemes within higher education institutions. What teaching staff say about such schemes have largely been ignored. This article attempts to address this gap in knowledge by accounting for the extent that academic teaching staff at one higher education institution in the UK value and perceive their teaching awards scheme. At the same time, this article presents some challenges in implementing a student-led teaching awards scheme for higher education institutions.

Citation

Madriaga, M., & Morley, K. (2016). Awarding teaching excellence: 'what is it supposed to achieve?' Teacher perceptions of student-led awards. Teaching in Higher Education, 21(2), 166-174. https://doi.org/10.1080/13562517.2015.1136277

• Journal Article Type: Article
• Acceptance Date: Nov 19, 2015
• Online Publication Date: Jan 21, 2016
• Publication Date: Feb 17, 2016
• Deposit Date: Jun 3, 2024
• Publicly Available Date: Jul 3, 2024
• Journal: Teaching in Higher Education
• Print ISSN: 1356-2517
• Electronic ISSN: 1470-1294
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 21
• Issue: 2
• Pages: 166-174
• DOI: https://doi.org/10.1080/13562517.2015.1136277
• Keywords: Awards ; College Faculty ; Education & Educational Research ; Excellence in Education ; Foreign Countries ; Higher education ; Neoliberalism ; Qualitative Research ; Social Sciences ; Staff perception ; Statistical Analysis ; Student Attitudes ; Student Evaluation of Teacher Performance ; Surveys ; Teacher Attitudes ; Teacher Effectiveness ; Teaching ; teaching award ; teaching excellence ; United Kingdom
• Public URL: https://nottingham-repository.worktribe.com/output/23550145
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/13562517.2015.1136277