Can we administer the scholarship of teaching? Lessons from outstanding professors in higher education

Abstract

Boyer's call for the study of the ''scholarship of teaching'' has rekindled interest in outstanding teaching in higher education. However, most studies of teaching quality and student experiences in higher education have paid little attention to intense, meaningful key experiences and were limited in answering the pertinent question: Can universities administer excellent instruction? The current paper attempts to answer this question by providing exploratory evidence of key experiences in higher education. It is based on evidence from a large qualitative study of such episodes, using retrospective accounts provided by adults who speak about their best educational experiences in higher education. The results are grouped under three major thematic headings. The first describes the centrality of personalized student-teacher relations. The second focuses on the ways in which identification and integrity provided students with models to emulate; and the third tells of excellence in the skills of teaching. These results point that the administration of the scholarship of teaching is an intricate endeavor.

Untitled

“…Breed's 1917 study identified knowledge and organisation of subject matter, personal qualities, skill in instruction professional development and university co-operation as the most popular characteristics (Breed, 1927). Likewise, the categories of skill, personality traits and professional engagement have been consistent throughout many similar research studies (Brookfield, 1990;Finkel, 2000;Harl, 2010;Metcalfe & Game, 2006a/2006bRamsden, 2003;Sherman et al, 1987;Skelton, 2005;Sternberg & Horvarth, 1995;Weimar, 1997;Yair, 2008). These studies have collected their data from surveys or interviews with students, peers, alumni, autobiographies or biographical material.…”

“…However, the bureaucracy of teaching awards has resulted in some lecturers being rewarded for compliance in completing applications rather than for their raw brilliance, creativity and innovation (Dunkin & Precians, 1992;Jones, 2010;Palmer & Collins, 2006;Skelton, 2005;Yair, 2008). In this study, there were only six outstanding lecturers identified at the university and interviewed.…”

“…In the literature, the term "outstanding" and "excellent" have been interchanged depending on the context and philosophical foundations (Andrews, Garriso & Magnusson, 1996;Cosh, 1999;Gibbs, 2006;Sherman et al, 1987;Yair, 2008). Here the term "outstanding" has been employed as the focus is on lecturers who are exceptional in their craft.…”

“…Hattie's Visible Learning theory (2009) has identified over one hundred factors for effective learning and which ones make the biggest impact. This theory has influenced what is valued for effective teaching, most notably the teaching standards developed by the Australian Institute of Teaching and School Leadership. Articulating what exactly the lecturers did differently was challenging when these qualities were innate (Gosling & Hannan, 2007;Polanyi, 1966;Weimar, 1997;Yair, 2008). Kane, Sandretto and Heath (2004) in contrast, believed that excellence was a skill which could be developed.…”

“…Identifying characteristics was complex due to the many individual personality traits (Bain, 2004;Bentley-Davies, 2010;Boonshaft, 2010;Gladwell, 2009;Yair, 2008). Knowledge, passion and enthusiasm were terms which frequently appeared to describe excellence.…”