Operationalising Teaching Excellence in Higher Education: From ‘Sheep-dipping’ to ‘Virtuous Practice’

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.

Citation

Sanders, J., Moore, J. and Mountford-Zimdars, A. (2020), "Operationalising Teaching Excellence in Higher Education: From ‘Sheep-dipping’ to ‘Virtuous Practice’", Thomas, K.C. and French, A. (Ed.) Challenging the Teaching Excellence Framework (Great Debates in Higher Education), Emerald Publishing Limited, Leeds, pp. 47-94. https://doi.org/10.1108/978-1-78769-533-720201004