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Lecturer's pedagogical attributes and teaching quality for construction and engineering education in UK universities: mediating effect of research informed teaching

Dubem Ikediashi (School of Computing, Engineering and the Built Environment, Edinburgh Napier University, Edinburgh, UK)
Cletus Moobela (School of Computing, Engineering and the Built Environment, Edinburgh Napier University, Edinburgh, UK)
Kenneth Leitch (School of Computing, Engineering and the Built Environment, Edinburgh Napier University, Edinburgh, UK)
Nimi Dan-Jumbo (School of Computing, Engineering and the Built Environment, Edinburgh Napier University, Edinburgh, UK)
Afolabi Dania (School of Applied Management, Westminster Business School, University of Westminster, London, UK)
Sani Reuben Reuben Akoh (School of Science, Engineering and Environment, University of Salford, Manchester, UK)
Paul Esangbedo (School of Energy, Geoscience, Infrastructure and Society, Heriot-Watt University, Edinburgh, UK)

Journal of Applied Research in Higher Education

ISSN: 2050-7003

Article publication date: 15 August 2023

50

Abstract

Purpose

Researchers have opined that the quality of commitment to pedagogical approaches by lecturers is one of the most important factors in determining student academic success. The purpose of this paper is to analyse the mediating effect of research informed teaching on the relationship between lecturer commitment to use of pedagogical approaches and teaching quality, with a view towards enabling delivery of high quality teaching and learning in HEIs.

Design/methodology/approach

The research is based on an online survey of the perception of 186 undergraduate and postgraduate students in four major UK universities. Covariance-based structural equation modelling (SEM) methodology was used to quantity and clarify the influence of lecturers' pedagogical attributes on teaching quality, mediated by research-informed teaching.

Findings

Findings reveal that: lecturers' pedagogical attributes have significant positive effect on teaching quality, research-informed teaching have significant positive effect on teaching quality, lecturers' pedagogical attributes have weak positive effect on research-informed teaching, and research-informed teaching partially mediates (indirect effect) the relationship between lecturers' pedagogical attributes and teaching quality.

Practical implications

Structural equation models are useful for clarifying concepts in pedagogy and have implications for education managers on how to improve teaching and learning in HEIs.

Originality/value

The paper presents a unique quantitative model for measuring the degree of teaching quality in universities.

Keywords

Acknowledgements

Erratum: It has come to the attention of the publisher that the article, Ikediashi, D., Moobela, C., Leitch, K., Dan-Jumbo, N., Dania, A., Akoh, S.R.R. and Esangbedo, P. (2023), “Lecturer’s pedagogical attributes and teaching quality for construction and engineering education in UK universities: mediating effect of research informed teaching”, Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-05-2023-0216, was published with an error to Dr. Esangbedo's affiliation. This error was introduced in the production process and has now been corrected in the online version. The publisher sincerely apologises for this error and for any inconvenience caused.

Citation

Ikediashi, D., Moobela, C., Leitch, K., Dan-Jumbo, N., Dania, A., Akoh, S.R.R. and Esangbedo, P. (2023), "Lecturer's pedagogical attributes and teaching quality for construction and engineering education in UK universities: mediating effect of research informed teaching", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-05-2023-0216

Publisher

:

Emerald Publishing Limited

Copyright © 2023, Emerald Publishing Limited

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