Coaching and teaching performance in higher education: a literature review

Burleigh, Cheryl; Kroposki, Margaret; Steele, Patricia B.; Smith, Sherrye; Murray, Dara

doi:10.1108/ijmce-12-2021-0114

Cited by 5 publications

(2 citation statements)

References 17 publications

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Section: Introductionmentioning

confidence: 99%

“…The instructional quality of university education is a major concern for policy makers, administrators and international accreditation organizations (Alfraih and Alanezi, 2016;Burleigh et al, 2023). For example, Kaur and Bhalla (2018) reported that professorial effectiveness is amongst the most important factors governing the provision of high-quality education.…”

Section: Introductionmentioning

confidence: 99%

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Determinants of effective instructors in higher education institutions: a cross-cultural comparison

Alhajeri,

AlTameemy

2023

IJEM

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PurposeThe quality of higher education has become a topic of increasing interest to researchers in recent decades. This study, therefore, aims to investigate the comparative effectiveness of instructors at higher education institutions in Kuwait and the USA, while also investigating the parallel differences in student culture and gender.Design/methodology/approachThe researchers employed a quantitative research paradigm, using a questionnaire survey method to examine four dimensions of effective instructorship (teaching skills, human relations, ethics, and assessment). Descriptive statistics were used to analyze data from 254 college students (N = 254), comprising 132 students at Bemidji State University in the USA and 122 students at Kuwait University in Kuwait.FindingsThe findings showed that students ranked “human relations” as the most significant attribute of an effective university instructor. Study results also indicated that culture is an important influencer of student perceptions regarding effective instructor characteristics. Gender also played a role in student perceptions of teacher effectiveness. Cross-culturally, female participants ranked teacher effectiveness dimensions such as human relations, ethics, and assessment, significantly higher than did their male colleagues, while within each culture, male students at the American university showed significantly greater concern for ethics in comparison to their counterparts in Kuwait.Originality/valueThis study offers findings from a cross-cultural comparative perspective. It provides value to administrators, deans, and department chairs at higher educational institutions who are evaluating their current rank, tenure, and promotions criteria and processes for teaching faculty. Additionally, while K-12 education has received significant attention over the past few decades regarding the qualities and practices of effective teachers in that realm, this study extends such research significantly into higher education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Determinants of effective instructors in higher education institutions: a cross-cultural comparison

Alhajeri,

AlTameemy

2023

IJEM

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Bringing joy back into higher education: the potential contribution of coaching

Lynden,

Gallaghan,

van Nieuwerburgh

2024

IJMCE

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PurposeThere are significant challenges facing academics and senior leaders in higher education (HE) institutions internationally. These challenges have led to increasing levels of metrification and managerialism, which has fostered work intensification, reduced professional autonomy, stress and burnout amongst faculty staff. Traditional approaches for supporting and developing staff, such as mentoring and training, do not provide the resources faculty staff need to meet the challenges they face. In contrast, experiences in various other educational and professional settings have demonstrated the effectiveness of workplace coaching in fostering well-being, adaptability, flexibility and sustainable performance. This review argues that workplace coaching could similarly support academics.Design/methodology/approachA critical literature review evaluates coaching interventions across educational and comparable sectors to identify positive well-being and performance-based outcomes.FindingsWhile there is limited research into the efficacy of coaching interventions for faculty staff in HE, research in other educational, as well as comparable professional contexts, identifies significant sustainable improvements in well-being and performance for professional staff.Practical implicationsThe evidence that identifies positive outcomes of coaching in professional workplace contexts is compelling. This critical review uses some of that evidence base to propose an agenda to implement coaching programmes that support faculty staff to improve their well-being and performance.Originality/valueWhile there are published research studies on the positive outcomes of coaching in primary and secondary educational contexts, as well as for postgraduate research students, there is very limited knowledge, practice and research about coaching faculty staff in HE. This article addresses this by critically reviewing a broad range of literature to identify coaching and research initiatives for faculty staff in HE institutions.

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A Literature Review on Coaching Methods for Tutoring Students in Undergraduate Education

Villa,

Montero,

Solé-Beteta

et al. 2024

Education Sciences

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Recently, the integration of coaching methodologies within educational environments has garnered significant attention due to their potential to enhance student learning outcomes and overall academic performance. While the literature extensively examines the effectiveness of coaching in a plethora of scenarios (e.g., sports, business, and entrepreneurship), there remains a notable research gap regarding its application within undergraduate educational environments, where coachees have unique characteristics in terms of background, age/maturity, resources availability, and population size. This literature review aims to address this gap by synthesizing existing research on the implementation of coaching strategies in educational settings and how they can cope with a large number of students. Through a comprehensive analysis, this study elucidates the current state of knowledge, identifies prevailing methodologies, and evaluates the outcomes associated with employing coaching techniques in group contexts. Moreover, this work explores the potential benefits and challenges of utilizing coaching strategies in group sessions, offering insights into their scalability and applicability within diverse educational settings. The findings of this review underscore the importance of further research in this domain to advance our understanding of how coaching methodologies can be effectively adapted to facilitate collaborative learning experiences and promote student success on a broader scale. Ultimately, this study advocates for the integration of group coaching approaches as a promising avenue for enhancing the efficiency and accessibility of traditional tutoring and mentoring practices in education.

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Coaching and teaching performance in higher education: a literature review

Cited by 5 publications

References 17 publications

Determinants of effective instructors in higher education institutions: a cross-cultural comparison

Determinants of effective instructors in higher education institutions: a cross-cultural comparison

Bringing joy back into higher education: the potential contribution of coaching

A Literature Review on Coaching Methods for Tutoring Students in Undergraduate Education

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