Search results

The purpose of this study is to examine student sentiments regarding high-quality vs low-quality teaching.

This study uses a text mining technique to identify the positive and negative patterns of student sentiments from student evaluations of teaching (SET) provided on Ratemyprofessors.com. After identifying the key positive and negative sentiments, this study performs generalized linear regressions and calculates cumulative logits to analyze the impact of key sentiments on high- and low-quality teaching.

Results from 6,705 SET provided on Ratemyprofessors.com indicated that students express different sets of sentiments regarding high- vs low-quality teaching. In particular, the authors found positive sentiments such as passionate, straightforward, accessible, hilarious, sweet, inspiring and clear to be predictive of high-quality teaching. Additionally, negative sentiments such as disorganized, rude, difficult, confusing and boring were significantly related to low-quality teaching.

This study is one of the first few studies confirming that high- and low-quality teaching are not completely opposite to each other from the student’s perspective. That is, the presence of high-quality teaching does not necessarily mean the absence of low-quality teaching. As such, this study provides an important theoretical base for future researchers who wish to explore approaches for improving faculty teaching in the higher education setting. Additionally, this study offers educators some recommendations that may help students experience positive sentiments while minimizing negative sentiments.

Realizing the role of signals in the evaluation of teaching quality as well as the advantage of a set-theoretic approach to education research, the purpose of this paper is to employ a signaling framework and fuzzy-set qualitative comparative analysis (fsQCA) to configure the roles of signal quality, including signal consistency, signal clarity, signal credibility and teaching investment in the teaching quality of Master of Business Administration (MBA) faculty members.

A sample of 342 MBA students in Ho Chi Minh City, Vietnam was surveyed to collect the data. fsQCA was employed to configure the conditions – signal consistency, signal clarity, signal credibility and teaching investment – for the occurrence of teaching quality, and structural equation modeling (SEM) was used to test the net effects of these conditions on teaching quality.

fsQCA findings reveal that teaching investment combines with signal clarity, signal consistency and signal credibility to form sufficient conditions for the occurrence of teaching quality. SEM results confirm the net effects of these conditions on teaching quality.

This study suggests that MBA faculty members should invest in their teaching and send clear, consistent and credible signals to their students in order to enhance their teaching quality perceived by their students.

The application of signaling theory to evaluate teaching quality, which has largely been ignored in prior research, and the use of fsQCA to better understand the complexity of necessary and sufficient conditions for teaching quality are two contributions of this study to the literature.

The purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices consistently employed. Giving teaching performance feedback promptly to faculty may be a means to foster professional growth and enhance the implementation of progressive practices to benefit student learning.

The authors undertook a content analysis of current literature on the evaluation and coaching practices of higher education faculty that specifically addressed the quality and timeliness of feedback and gaps in practices.

Through this study, the authors gleaned recommendations for improving faculty evaluation, coaching, and feedback.

Developing coaching programs to include all higher education faculty may lead to improved teaching performance and alignment of the faculty with institutional goals. The insights from this study may provide the impetus to develop structures and processes for university-based professional development and coaching programs that could lead to positive student learning outcomes and better relationships among faculty.

This is the first review to use Cooper's systematic examination of current literature to explore the topics of faculty support, coaching, and development within higher education.

The purpose of this paper is to examine current approaches to teaching used in academic development services and consider the diversity of their learners (academic faculty). Faculty engagement with teaching issues and innovations remains a concern for the higher education sector. The academic population contains large numbers of “hard to get at” people, struggling with workload and access issues.

An additional online resource for academic development, called In a nutshell, has been developed and trialed for three years in a variety of contexts. These resources incorporate voices into concise online presentations with links to further resources. Academic viewers can, in private, participate and make informed decisions about whether they need to learn more about a topic, or not.

A measurable improvement in faculty engagement with teaching issues and innovations has been detected that can be directly and indirectly attributed to this change in academic development approach. Usage data and user feedback supports the hypothesis that In a nutshells have had an impact on adult learners. Requests by faculty to collaborate on the production of new In a nutshells also indicate engagement. Positive changes in teaching and learning performance indicators are supportive.

The study provides evidence to support the use of concise, flexible and asynchronous online approaches as components of a structured academic development program that provides mandated and non‐mandated learning opportunities for university faculty. The addition of this approach can increase the reach of academic development to include those who can be traditionally hard to reach such as sessional faculty, workplace supervisors and time‐poor, full‐time academics. The concept has recently been extended to create concise learning support that engages and empowers new students to develop new skills.

A streaming server and software is required. Multiple versions of the material are created to ensure accessibility. The time commitment required to invest in initial production of high‐quality product is high; however, this is counter‐balanced by the re‐usability and outreach of the approach.

Partial alignment of learning design and user feedback to an inclusive adult motivation framework indicates that although In a nutshells do meet most requirements of the framework, complementary activities that build the competence of faculty are needed to be linked to In a nutshells to ensure that all targeted adults are motivated to learn.

Higher education teaching is analogous to delivering services in various business sectors. Students are regarded as customers of universities having specific needs and wants, which, if well recognized, can lead to creating delightful student experiences. This paper aims to identify the core ideas about excellent teaching in business schools which faculty members may notice in order to achieve excellence in teaching.

The study is epistemologically framed to focus on interpretivism. The qualitative data have been collected from 30 business degree students, following a naturalistic paradigm. The case study method has been employed to conduct face-to-face interviews.

The results revealed five core themes pertaining to teaching excellence in business education. These include; communication style, knowledge, positive attitude, creative work, and courtesy of the instructor as postulated by the students.

The insights are purposeful and contribute substantially to theory development in the area of service-oriented teaching delivery in business education.

Total quality management (TQM) programs have been popularized for changing the culture and performance of service and manufacturing firms. These ubiquitous techniques have also been applied to educational settings to improve administrative processes but have found little success in improving the quality of faculty teaching, research, and service. Some colleges and universities have faced difficulties implementing TQM in these areas because of strong tenure systems in place. This article will review the history of tenure and post‐tenure review, the theory of TQM, the role of TQM in higher education, and finally how TQM can be implemented and even supported by tenure and post‐tenure programs. The article concludes with suggestions and changes educational institutions can adopt so tenure, post‐tenure review and TQM can work compatibly together.

Increased emphasis on offering quality education underscores the need for developing a rigorous process for assessing academic programs in higher education. In this chapter, we develop a practical and rigorous framework for comprehensive assessment of academic programs. This framework generates in-depth communication between the academic departments and the university administration. It provides a useful tool for advancing the university mission, setting priorities, allocating resources, and identifying future areas of potential growth. This data-driven framework covers a wide range of qualitative and quantitative variables. To ensure a smooth and efficient implementation of the assessment process we present the critical stages in the development of a successful program assessment framework − from determining the assessment criteria, establishing the organizational climate, appointing the assessment committee, preparing program self-studies, to collecting and analyzing data. We present real examples from the author’s home institution to illustrate and support the reader’s understanding of the framework.

The purpose of this paper is to investigate two areas of interest: first, to determine business student customer satisfiers that could be contributors to students’ current and predicted retention in a higher educational institution (HEI) and second, to use these satisfiers to inform HEI marketing planning.

The survey used 10 per cent of the sampling frame from the faculty total business students population. Descriptive statistics and correlation were employed to describe and measure the relationship between the teaching and non-teaching antecedents of student satisfaction and their five constructs (academic experience, teaching quality, campus life, facilities and placement support) and current and intended retention. Standard multiple regressions were run to measure the β and significant values of the composite variables as stated.

Quantitative results revealed that students were most satisfied with academic experience and it was also the most dominant predictor of students’ retention. Other elements such as quality teaching, facilities and internship, though important for student satisfaction, were not predictors of retention.

Findings based on one Malaysian institution could not be used as a representation of other institutions either locally or internationally.

Suggestions are made as to how HEIs can defend and safeguard their existing and future position by giving maximum attention to both “hard” and “soft” student satisfiers which would add customer value and strengthen their competitive position.

Based on teaching and non-teaching antecedents and constructs, enable HEIs to predict retention and so inform marketing planning in a highly competitive higher education environment.

Over the past few years synchronous and hybrid classes have become necessary, more common and increasingly popular in higher education. They have changed the art of the possible and are seen as the new normal. However, despite the opportunities this pedagogical method offers, it also presents several challenges, as academics accustomed to in-person teaching may find it difficult to adapt and thrive in this new environment. Based on a case study of best practices in three triple-accredited (Equis-AMBA-AACSB) business schools operating in the USA, Europe and Asia, this chapter presents a collection of best teaching practices in classes that combine in-person and virtual modes of study, where students participate together in real-time class activities. Gaining insights into the merits and limitations of teaching synchronous and hybrid classes can help academics and schools towards enhancing excellence in the student experience and promote greater collaboration among academics and between faculty and students. This chapter explores what excellence looks like, from the perspectives of academics who have successfully adopted this pedagogy. Practices include course design, technology, student engagement, class delivery, student assessment and institutional cooperation.

Using data from a random sample of chief liberal arts academic officers in American colleges and universities, the authors have examined formal methods for evaluating the liberal arts, resource allocation policies of chief liberal arts academic officers, and factors which influence these evaluations. The liberal arts are defined as the natural sciences, social sciences, and humanities. Data were presented on 14 evaluation factors related to distinct dimensions of department and program excellence. Findings suggest that “resources for excellence” are unevenly distributed among departments. If the educational goal of the 1980s — quality education — is to be met, these inconsistencies in resource allocations must be corrected.