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Organizational Culture and Its Impact on Continuous Improvement in Manufacturing
Type: Book
ISBN: 978-1-80262-404-5

Book part
Publication date: 6 August 2020

John Sanders, Joanne Moore and Anna Mountford-Zimdars

This chapter critically engages with ways that teaching excellence has been operationalised in practice. Specific focus is on developing individual teaching excellence, rewarding…

Abstract

This chapter critically engages with ways that teaching excellence has been operationalised in practice. Specific focus is on developing individual teaching excellence, rewarding of success and recognition of teaching excellence and the building of evidence around what works in teaching for the benefits of students. We consider the daily interactions with students that form the basis of frameworks of teaching excellence before arguing that operationalisations of teaching excellence are highly context specific and operate at the level of institutions and the whole higher education sector. We discuss the criteria that underpin teaching excellence awards. This includes governance as well as development frameworks. After considering the complex links between research and teaching and the importance of the disciplinary dimension of teaching excellence, the chapter finally looks at the skills and attributes commonly associated with individual teacher excellence and argues that these are exceptionally difficult to pin down let alone measure. It concludes with some reflections on some of the challenges faced by institutions as they seek to develop the quality of teaching whilst meeting the requirements of the TEF.

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Challenging the Teaching Excellence Framework
Type: Book
ISBN: 978-1-78769-536-8

Keywords

Book part
Publication date: 21 December 2017

Sue Robson

This chapter considers the opportunities and challenges for HE to develop, support and celebrate excellent teaching. Drawing on conceptualisations of teaching excellence in…

Abstract

This chapter considers the opportunities and challenges for HE to develop, support and celebrate excellent teaching. Drawing on conceptualisations of teaching excellence in quality frameworks and in the literature, it considers how teaching quality has traditionally been interpreted, suggesting (as in Chapter 2) that there is a need for more nuanced and comprehensive understandings of teaching excellence to be developed, demonstrated, recognised and rewarded, to reflect the complex nature of teaching excellence across the academic career profile. It considers how institutions might build and communicate shared understandings of excellence in teaching and promote a culture in which excellence at all levels of teaching is valued in the same way as research. It discusses the ways in which the professional learning and support needs of academics can be met at various stages of the academic career, to develop in teaching faculty and education leaders a sense of being appreciated, connected and competent in their contribution and commitment to teaching excellence.

Details

Teaching Excellence in Higher Education
Type: Book
ISBN: 978-1-78714-761-4

Keywords

Book part
Publication date: 6 August 2020

John Sanders, Joanne Moore and Anna Mountford-Zimdars

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…

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.

Content available
Book part
Publication date: 6 August 2020

Abstract

Details

Challenging the Teaching Excellence Framework
Type: Book
ISBN: 978-1-78769-536-8

Content available
Book part
Publication date: 3 July 2018

Abstract

Details

Innovation and Strategy
Type: Book
ISBN: 978-1-78754-828-2

Abstract

Details

Organizational Culture and Its Impact on Continuous Improvement in Manufacturing
Type: Book
ISBN: 978-1-80262-404-5

Book part
Publication date: 6 October 2014

Erin L. Cadwalader, Joan M. Herbers and Alice B. Popejoy

Multiple factors contribute to the attrition of women from STEM (science, technology, engineering, and mathematics). A lack of recognition for scholarly contributions is one piece…

Abstract

Purpose

Multiple factors contribute to the attrition of women from STEM (science, technology, engineering, and mathematics). A lack of recognition for scholarly contributions is one piece of the puzzle. Awards are crucial not only for recognizing achievement but also for making individuals feel that their contributions are valued. Additionally, awards for research are important for promotion to various levels within the academic hierarchy, including tenure and promotion. With a grant from the National Science Foundation (NSF), the Association for Women in Science (AWIS) has been examining the ways in which women are recognized for their achievements by professional disciplinary societies.

Approach

Working with the leadership of scientific societies, we developed best practices to increase gender parity and the transparency of awards processes. These recommendations included using gender-neutral language for solicitations and letters of recommendation, increasing the nomination and selection pools, clearly defining and discussing the types of achievements being sought and evaluated, including women on nomination and selection committees (particularly as committee chairs), and educating the committees about implicit bias.

Results

AWIS partnered with 18 different societies and has seen an increase in the transparency of awards processes leading to more equitable recognition since the project’s inception in 2010.

Implications

Professional societies play critical roles in scientists’ professional development, and their awards programs make powerful statements about values. When awards show a gender gap, the implication is that men and women are valued differently by the society. Thus, leaders of disciplinary societies should work to ensure that their recognition processes do not disadvantage women.

Details

Gender Transformation in the Academy
Type: Book
ISBN: 978-1-78441-070-4

Keywords

Book part
Publication date: 17 March 2010

Julian Barling received his PhD in 1979 from the University of the Witwatersrand (South Africa) and is currently associate dean with responsibility for the graduate and research…

Abstract

Julian Barling received his PhD in 1979 from the University of the Witwatersrand (South Africa) and is currently associate dean with responsibility for the graduate and research programs. Julian is the author/editor of several books, including Employment, Stress and Family Functioning (1990, Wiley) and The Psychology of Workplace Safety (1999, APA). He is senior editor of the Handbook of Work Stress (2005, Sage) and the Handbook of Organizational Behavior (2008, Sage), and he is the author of well over 150 research articles and book chapters. Julian was formerly the editor of the Journal of Occupational Health Psychology. In 2002, Julian received the National Post's “Leaders in Business Education” award and Queen's University's Award for Excellence in Graduate Student Supervision in 2008. He is a fellow of the Royal Society of Canada, SIOP, APS, and the European Academy of Occupational Health Psychology. He is currently involved in research on leadership, work stress, and workplace aggression.

Details

New Developments in Theoretical and Conceptual Approaches to Job Stress
Type: Book
ISBN: 978-1-84950-713-4

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