Elusive and Elastic, and ‘Incorrigibly Plural’: Definitions and Conceptualisations of Teaching Excellence

Abstract

This chapter provides an introduction to the problematic notion of teaching excellence in higher education, which is a focus of this collection. It draws on an extensive review of relevant literature to explore how teaching excellence is defined and conceptualised and what factors underpin different conceptions. It notes that definitions are disparate, often context-specific and are influenced by a range of different ‘players’. It then examines how different conceptualisations play out at the macro, meso and micro levels and highlights the tensions between performative and transformative notions of teaching excellence. It notes the move from ‘surface’ to ‘deep’ excellence and efforts to articulate a more holistic conception of teaching excellence that emphasises the relational, emotional and moral dimensions of teaching. It suggests that, rather than seeking singular definitions and conceptions, it may be more useful to talk of ‘teaching excellences’, to reflect a stratified and plural sector, a diverse student body and different disciplinary families. Equally, it argues for further investigation of the intersections of teaching excellence with other key drivers of institutional change, such as student engagement and well-being, inclusion and diversity, widening participation and retention and success.

Citation

Sanders, J., Moore, J. and Mountford-Zimdars, A. (2020), "Elusive and Elastic, and ‘Incorrigibly Plural’: Definitions and Conceptualisations of Teaching Excellence", Thomas, K.C. and French, A. (Ed.) Challenging the Teaching Excellence Framework (Great Debates in Higher Education), Emerald Publishing Limited, Leeds, pp. 11-46. https://doi.org/10.1108/978-1-78769-533-720201003