The impact of academics' learning and teaching preferences on their teaching practices: A pilot study

Willcoxson, Lesley

doi:10.1080/03075079812331380492

Cited by 59 publications

(34 citation statements)

References 18 publications

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“…When asked about the knowledge of the lecturers, some of the respondents believed that lecturers should go beyond the subject matter by giving proper justification. This finding is similar to previous studies describing about the importance of instructors in students' learning experiences (O'Toole et al, 2000;Willcoxson, 1998). In particular, Sander et al (2000) found that new university students desire lecturers who have good teaching skills, approachable, knowledgeable, enthusiastic and organized.…”

Section: I've One Lecturer Who Is Very Funny He Always [Speak] Out Osupporting

confidence: 81%

A Qualitative Study of Factors Contributing to International Students’ Satisfaction of Institutional Quality

Seng

2013

ASS

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This study explores the factors contributing to institutional quality at five private higher learning institutions in Malaysia. There have been numerical quantitative researches on the perceptions of university quality learning environment but it is argued that a qualitative approach would add to existing knowledge by providing deeper insights from a different perspective. A random sample of 15 international students studying in institutions of higher education in Malaysia were investigated. The study was based on the data collected through open-ended interviews. Interviews were transcribed verbatim and coded accordingly. A number of constructs emerged from this study and were categorized into a few main themes. The results of the study indicate that constructivist approach, lecturers' teaching styles, campus experiences, state-of-the-art facilities and career preparation influence students' perceptions of quality campus experiences. This study provides useful insight that offer opportunities for stakeholders to plan and initiate appropriate strategies for the betterment of the educational institution.

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Section: I've One Lecturer Who Is Very Funny He Always [Speak] Out Osupporting

confidence: 81%

A Qualitative Study of Factors Contributing to International Students’ Satisfaction of Institutional Quality

Seng

2013

ASS

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“…Feldmann, 1976;Braskamp et al, 1981;Patrick and Smart, 1998;O`Toole et al, 2000;Willcoxson, 1998;Westermann et al, 1998). In particular, Hill et al (2003) found that students want lecturers to be knowledgeable, well-organized, encouraging, helpful, sympathetic, and caring to students' individual needs.…”

Section: Data Analysis and Resultsmentioning

confidence: 99%

The desired teaching qualities of lecturers in higher education: a means end analysis

Voss

Gruber²

2006

Quality Assurance in Education

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Purpose -The study aims to develop a deeper understanding of the teaching qualities of effective lecturers that students desire and to uncover the constructs that underlie these desire expectations and reveal the underlying benefits that students look for.Design/Methodology/Approach -A semi-standardized qualitative technique called laddering was applied that allows researchers to reach deeper levels of reality and to reveal the reasons behind the reasons. The study was conducted amongst teacher education students at a large German University of Education and laddering questionnaires were handed out to 53 students enrolled in a business management course. Findings -The exploratory study gave a valuable first insight into the desired qualities of lecturers. In particular, the study results indicate that students want lecturers to be knowledgeable, enthusiastic, approachable, and friendly. Students predominately want to DESIRE EXPECTATIONS 2 encounter valuable teaching experiences to be able to pass tests and to be prepared for their profession. This study also showed that students are mainly concerned about vocational aspects of their studies and are less interested in their subject.Research limitations/implications -Due to the exploratory nature of the study and the scope and size of its sample, the results outlined are tentative in nature. As the study involved only a single group of university students from one university, the results cannot be generalized to the student population as a whole.Originality/value -The study was the first to successfully apply the means-end approach and the laddering technique to the issue of service quality in higher education. The study has, hopefully opened up an area of research and methodology that could provide considerable further benefits for researchers interested in this topic. Keywords Service quality, Higher education, Means and ends, Laddering Paper Type Research paper The Desired Teaching Qualities of Lecturers in Higher Education -A Means End Analysis IntroductionIn January 2005, Germany's highest court overturned a federal law that had banned the introduction of fees and thereby paved the way for German universities to start charging student tuition fees for the first time. By 2009/2010 German universities will also have switched completely to the two-level system of higher education (bachelor-master) to achieve the objectives of the Bologna process. The aim of the so-called Bologna process is the establishment of a European higher education area by harmonising academic degree standards and quality assurance standards throughout Europe by 2010. 45 European countries participate in the Bologna Process, which is named after the Italian city of Bologna where the Bologna declaration was signed by European ministers of education in 1999. All participating DESIRE EXPECTATIONS 3 countries commit themselves to adopt a system of comparable academic grades, introduce a system with two main cycles (undergraduate/graduate), and to promote European cooperation in quality...

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“…[were] revealed through 'careful analysis of the responses''' (as cited in Kane, Sandretto, & Heath, 2002, p. 198). Willcoxson's (1998) technique consisted of acquiring clarity of information gained from analysis of the transcribed interview data. Menges and Rando (1989), as cited by Kane et al (2002), used ''an inspection of responses that took context and voice inflection into account' ' (p. 198).…”

Section: The Tramentioning

confidence: 99%

Creation and Application of a Replicable Analytic Method to Determine Attitudes and Beliefs of Undergraduate Science Professors Toward the Discipline of Education

Fogelberg

2016

International Journal of Qualitative Methods

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Detailed here is the creation and application of a replicable method bricolage that brings together Discourse Analysis, discourse analysis, and the theory of reasoned action to examine attitudes and beliefs of university science professors toward the discipline of education. This method used a two-phase method for analysis. The first phase looked for phrases that could be defined as either an attitude or a belief based on definitions taken from the social psychology and communication studies literature. The second phase interpreted the overall data to explore the influences on the formation of the attitudes and beliefs as well as to support or refute the findings from Phase 1. The need for a replicable Discourse Analysis method is apparent in the education literature, as is a solid definition of what constitutes an attitude or a belief. The method outlined here provides good definitions for attitudes and beliefs, a method for extracting both constructs from the data, and incorporates an internal crystallization process for looking at and comparing emergent themes from both phases of analysis.Keywords attitudes and beliefs, discipline of education, Discourse Analysis, theory of reasoned action Two ideas are presented in this article. The first addresses the continued desire by many researchers to examine attitudes and beliefs as they relate to a variety of topics. The second relates to approaches used to analyze such data. There is a rich base of research on which to draw when attitudes and beliefs are the focus of research.As interest in and use of qualitative and emerging mixedmethods approaches increases, new ways to think about data analysis are also emerging, including a reliance on expertise drawn from multiple disciplines. As an example of this crossdisciplinary work, the methodology outlined here draws from several disciplines, including communication studies, science education, rhetoric, and social psychology. Additionally, while this methodology is in keeping with more traditional qualitative research, there are elements of quantitative research incorporated throughout primarily in the use of the theory of reasoned action (TRA).Method bricolage (Fogelberg, 2014a) was introduced in a study of zoo signs and further developed in a study of university professors (Fogelberg, 2014b). It introduces a potentially replicable analytic method that uses discourse analysis and Discourse Analysis in discrete, but still qualitative, manners to specifically discern attitudes and beliefs, as defined by Fishbein and Azjen's (1975) TRA.The term bricolage was introduced into qualitative research by Claude Levi-Strauss (1962/1966 and has subsequently been expanded by a variety of scholars (Denzin & Lincoln, 2011;Wetherell, 1998). This article describes the creation of a replicable analytic model focused on extracting attitudes and beliefs about the discipline of education. By discussing the concepts of attitudes and beliefs, the TRA, method bricolage, and the specific analytic technique, it is hoped that science ed...

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The impact of academics' learning and teaching preferences on their teaching practices: A pilot study

Cited by 59 publications

References 18 publications

A Qualitative Study of Factors Contributing to International Students’ Satisfaction of Institutional Quality

A Qualitative Study of Factors Contributing to International Students’ Satisfaction of Institutional Quality

The desired teaching qualities of lecturers in higher education: a means end analysis

Creation and Application of a Replicable Analytic Method to Determine Attitudes and Beliefs of Undergraduate Science Professors Toward the Discipline of Education

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