Index
Challenging the Teaching Excellence Framework
ISBN: 978-1-78769-536-8, eISBN: 978-1-78769-533-7
Publication date: 6 August 2020
This content is currently only available as a PDF
Citation
(2020), "Index", Thomas, K.C. and French, A. (Ed.) Challenging the Teaching Excellence Framework (Great Debates in Higher Education), Emerald Publishing Limited, Leeds, pp. 237-242. https://doi.org/10.1108/978-1-78769-533-720201011
Publisher
:Emerald Publishing Limited
Copyright © 2020 Kate Carruthers Thomas and Amanda French. Published under an exclusive licence Emerald Publishing Limited.
INDEX
Audit teaching
, 153
Black, Asian and minority ethnic lecturers (BAME lecturers)
, 166–167
Centres of Excellence in Teaching and Learning (CETLs)
, 13–14, 51
Classroom in higher education institutions
, 216–218
Collaborative Award for Teaching Excellence (CATE)
, 57
Complexity
, 103
at level of individual metrics
, 112–113
Consumerism
, 185–186
Critical pedagogy
, 218–220
Critical Race Theory
, 164–165
Culture of excellence
, 24–25
Curriculums
, 221–222
Deep learning
, 73–74
Deliverology
, 27, 100–102, 229–230
Department for Education and Skills (DfES)
, 24
Destinations of Leavers of Higher Education (DLHE)
, 103
Diffraction
, 230
Disablism sexism
, 170–171
Discipline
, 202–203
Diversity deficits
creative subversion
, 216–224
strategies and places
, 205–210
tactics and spaces
, 210–216
teaching excellence and
, 5–7
Diversity in pursuit of teaching excellence
, 141–142
eLearning
, 14
Employability
, 187
‘Entertainment’ model
, 56
Equality and Diversity Act (2010)
, 139
Excellence
, 2–3, 18–20, 22–24
building capability and supporting
, 50–53
performativity of
, 3–5
‘Excellent teacher’
, 64
Excellent teaching
, 61–62
Furniture maker
, 213–214
Gender
, 166
Global Education Reform Movement (GERM)
, 154
Good teaching
, 19
Heroic individuals
, 57–58
Higher education (HE)
, 1, 20–21, 180–181, 184–185, 227–228
audit teaching in
, 153
evaluative process
, 163
gender and
, 166
HESA
, 166–167
imposter phenomenon
, 168
intersectionality
, 164
marketisation in
, 159–160
neoliberal model of education
, 154–155
sector
, 97
skills of ‘presentation’
, 169
student evaluations
, 156–157, 160, 165–166
teaching excellence in
, 152–153
teaching quality
, 155–157
TEF
, 170, 172
US studies
, 160–161
VFM
, 158–159, 162–163
Higher Education Academy (HEA)
, 13–14, 51
Higher Education and Research Act
, 12
Higher education institutions (HEIs)
, 1, 154, 169, 207–209, 215–216
Higher Education Reform Act (HERA)
, 154
Higher Education Statistics Agency (HESA)
, 166–167
Homophobia
, 170–171
Hunt, Leanne
, 134–135
Identity
, 4–5, 138–139
Imposter phenomenon
, 168
Inclusive teaching excellence
complexity and ‘wickidity’ at level of individual metrics
, 112–113
emergence
, 97–99
strategic ambiguity
, 113–117
target setting and social mobility
, 99–102
TEF
, 102–110
Index of Multiple Disadvantage (IMD)
, 103
Individual teaching excellence
, 63–74
Institutional polishing
, 2, 7
teaching excellence as
, 7–9
Institutional speech act
, 5, 7
Interactive pedagogy
, 68
Interpersonal relationships
, 132–137
Intersectionality
, 164
La perruque
, 205, 213–215
Learning
, 109–110, 133–134
community
, 133
relationships
, 132–134
strategies
, 13–14
Lincoln Social Science Centre
, 221–222
Managerialism
, 98–99
Marketisation in HE
, 159–160
Metric complexity
, 104–110
Mutant deliverology
, 102–110
National Student Survey (NSS)
, 103, 153–154, 183–184, 208
National Teaching Fellowship Scheme (NTFS)
, 13–14, 51–53
‘Neoliberal rubbish’
, 56
Neoliberalism
, 97–99
Non-white scholars
, 220
Normalisation of genericism
, 187
Occupy encampments
, 221–222
Operationalising teaching excellence
building capability and supporting excellence
, 50–53
disciplinary dimensions
, 61–63
excellent/effective/inspirational teachers and teaching
, 66–67
great/effective/excellent/inspiring teachers and teaching
, 69–71
in higher education
, 48–49
individual teaching excellence
, 63–74
mechanisms for teaching excellence
, 49
recognition and reward
, 53–54
scholarship and research–teaching nexus
, 58–61
TEAs
, 54–58
‘Outstanding’ teaching
, 20–21
Participation of local students rating (POLAR rating)
, 136
Partnership approach
, 142–145
students and teachers building rapport
, 143
students and teachers understanding each other’s working context
, 144
students and teachers united in will to evidence excellent teaching
, 144–145
Pedagogical stratification
, 21
Peer Assisted Learning (PAL)
, 134
Performativity
, 98–99, 152–153, 229–230
of excellence
, 3–5
Personal boundaries
, 138–139
Policy
formation
, 102
incentives
, 112
levers
, 98–99, 115–116
Presentation
, 169
Prime Minister’s Delivery Unit (PMDU)
, 100–101
Proxy measures
, 208–210
Quality teaching
, 18–19
Queer theory
, 181–183, 192–193
Queerness
, 194
Racism
, 170–171
Recognition
, 53–54
Research Excellence Framework (REF)
, 2–3, 208
Research–teaching nexus
, 58–61
Resistance
, 202–205
Reward
, 53–54
Scholarship
, 58–61
Scholarship of Teaching and Learning (SoTL)
, 49–50
Shaw, Hollie
, 135–137
Skills audits
, 187
Social mobility
, 99–102
Social Science Centre (SSC)
, 221–223
Spaces
, 210–216
Staff
, 131
Staff-student ratios
, 73
Strategic ambiguity
, 113–117
Strategic competence
, 214–215
Strategies
, 205–210
Structural complexity
, 103–104
Structural impediments
, 138–139
Student economicus
, 100
Student evaluations
, 154
Student Evaluations of Teaching (SETs)
, 156
Student perspective on teaching excellence
, 133–137
barriers to building interpersonal relationships in classroom
, 137–145
diversity and difference
, 139–142
interpersonal relationships
, 132–137
partnership approach
, 142–145
structural impediments, personal boundaries and identity
, 138–139
transcending difference and diversity in pursuit of teaching excellence
, 141–142
unconscious bias in teaching evaluations
, 139–141
Student satisfaction
, 184
Student-led teaching awards (SLTAs)
, 55–56
Students and teachers building rapport
, 143
Subject discipline community
, 62
Success
, 3–4
Success as a Knowledge Economy (UK government paper)
, 203–204
Tactics
, 210–216
Teacher
, 131
Teaching excellence
, 15–23, 48–49, 73, 130, 183, 228
conceptualisations at different levels
, 23–29
and diversity deficits
, 5–7
getting etymological
, 2–3
ground clearing
, 16–20
as ‘institutional polishing’
, 7–9
macro, meso and micro level considerations for
, 28
performativity of excellence
, 3–5
Teaching excellence awards (TEAs)
, 50, 54–58
Teaching Excellence Framework (TEF)
, 1, 12, 96, 102–110, 152–153, 171–172, 180–181, 203–204, 208, 227–230
cementing consumerist machismo
, 185–188
metric complexity
, 104–110
as policy lever
, 110–112
queer eye
, 192–196
queer theory
, 181–183
scrutinising
, 183–185
stages of TEF assessment process
, 105–106
structural complexity
, 103–104
TEF2 analysis
, 21
‘TEFfects’ of macho monolith
, 188–192
Teaching quality
, 25, 32
Tokenism
, 57
Top-down performative approach
, 21
Transcending difference in pursuit of teaching excellence
, 141–142
UK education policy
, 152–153
UK Professional Standards Framework (UKPSF)
, 13–14, 51
Unconscious bias in teaching evaluations
, 139–141
Union for Colleges and Universities (UCU)
, 160–161
University College London (UCL)
, 220
Value for money (VFM)
, 154–155, 158–159, 162–163
Wickidity at level of individual metrics
, 112–113
Wiggery
, 205, 214–215
- Prelims
- Preface: Teaching Excellence as ‘Institutional Polishing’?
- 1 Elusive and Elastic, and ‘Incorrigibly Plural’: Definitions and Conceptualisations of Teaching Excellence
- 2 Operationalising Teaching Excellence in Higher Education: From ‘Sheep-dipping’ to ‘Virtuous Practice’
- 3 ‘Wishing Won't Make It So’: Deliverology, TEF and the Wicked Problem of Inclusive Teaching Excellence
- 4 Rapport and Relationships: The Student Perspective on Teaching Excellence
- 5 ‘It's not what Gets Taught, or How Well It may Be Taught, but who Is Doing the Teaching’: Can Student Evaluations Ever Deliver a Fair Assessment on Teaching Excellence in Higher Education?
- 6 Queering the TEF
- 7 Diversity Deficits: Resisting the TEF
- Postscript
- About the Contributors
- Index