'Transforming the learner' versus 'passing the exam': Understanding the gap between academic and student definitions of quality

摘要

Purpose: To investigate the experiences of teachers who are the Teaching Excellence Award winners at a university in England. Summary: It is observed that due to severe competition, universities are under pressure to improve quality of teaching and learning. This is obvious because the stakeholders, particularly the students, look for the performance of the university with which they are going to be associated. Consequently, in order to improve the quality of teaching, universities establish excellence awards for recognizing the teachers adopting the best and innovative teaching practices. In this paper, discussions are presented based on a project that investigates the teaching experiences of Teaching Excellence Awards winners at a post 1992 university in England. Here, semi-structured interviews with 17 academics and 8 MA students are considered for analyses. Various key aspects discussed are around the perception of good teaching practice, quality and quality enhancement, and differences between good teaching practice and quality. (43 refs.)