What makes a good educator? The relevance of meta programmes

Brown, Nigel

doi:10.1080/0260293042000197618

Cited by 43 publications

(39 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similarly, Shevlin et al (2000) mention "lecturer charisma" and Andreson (2000) points out that students desire lecturers who are caring, enthusiastic, and strongly interested in the students' progress. Brown's (2004) qualitative study results indicate that competent lecturers know their subject, are willing to answer questions, are approachable, and also have a sense of humour. In addition, they should be flexible enough to explain things in different ways, and to treat students as individuals.…”

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

View full text Add to dashboard Cite

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...

show abstract

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

View full text Add to dashboard Cite

show abstract

“…Andreson (2000) found that students want professors to be enthusiastic, caring, and interested in the students' progress. Research by Brown (2004) and Voss et al (2007) indicated that competent professors know their subject, are approachable, and are willing to answer questions. They should also show flexibility and willing to explain things in different ways, and to treat their students as individuals.…”

Section: Take Inmentioning

confidence: 99%

“…Two sets of cards were used, one for the descriptions of positive incidents and one for the anecdotes of negative incidents. These incident summaries were then classified using the list of quality dimensions identified by authors such as Andreson (2000), Sander et al (2000), Lammers and Murphy (2002), Hill et al (2003), Brown (2004), Swanson et al (2005), and Voss and Gruber (2006).…”

Section: Classification Of Incidentsmentioning

confidence: 99%

Which classroom service encounters make students happy or unhappy?

Voss

Gruber

Reppel

2010

International Journal of Educational Management

View full text Add to dashboard Cite

PurposeThis paper aims to explore satisfactory and dissatisfactory student‐professor encounters in higher education from a student's perspective. The critical incident technique (CIT) is used to categorise positive and negative student‐professor interactions and to reveal quality dimensions of professors.Design/methodology/approachAn exploratory study using an online application of the well‐established CIT method was conducted. The study took place at a large European university. A total of 96 students took part in the study on a voluntary basis and reported 164 incidents. Respondents were aged between 19 and 24 years (x=23.2) and slightly more female students (52 per cent) filled in the online CIT questionnaire than male students (48 per cent). On average, every student provided 1.7 incidents.FindingsThe results of the critical incident sorting process support previous classification systems that used three major groups to thoroughly represent the domain of (un)satisfactory student‐professor encounters. The results of the CIT study also revealed ten quality dimensions of professors, corroborating previous research in this area.Research limitations/implicationsOwing to the exploratory nature of the study and the scope and size of its student sample, the results outlined are tentative in nature. The research study also only investigates the experiences of one stakeholder group.Practical implicationsGaining knowledge of students' classroom experiences should be beneficial for professors to design their teaching programmes. Based on the results, universities might consider the introduction of student contracts or student satisfaction guarantees to manage student expectations effectively.Originality/valueThe paper was the first to successfully apply an online version of the CIT techniques to the issue of higher education services. This paper shows that the CIT method is a useful tool for exploring student‐professor encounters in higher education. The paper has hopefully opened up an area of research and methodology that could reap considerable further benefits for researchers interested in this area.

show abstract

“…When developing theoretical aspects of the research we relied on the ideas of the systematic approach (Anisimova, 2009); activity approach (Aristova, 1998;Brown, 2004); along with learnercentered and person-centered approaches (Yakimanskaya, 1989).…”

Section: Problem Statementmentioning

confidence: 99%

The Cognitive Activity Development Of Middle-Class Students

Yarullin¹

2017

European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The topic of the problem under study is justified by the dynamic development of the modern Russian economy, fast equipment and technologies change, growth of competitions, and the reduction of unskilled and low-skilled work. Under these conditions, the society is in need of a personality with an active cognitive stand, capable of studying and retraining, in order to be able to meet the requirements of the society of the 21st century. The purpose of this article is to identify, give scientific credence, and carry out an experimental analysis of the cognitive development of middle class students. The methodological and theoretical basis of this research consists of the basic provisions of the theory of knowledge in dialectical materialism, relational dialectics, inter-conditionality and integrity of the phenomena. Under the influence of the object-oriented pedagogical management in this course of the cognitive learning process, the opportunities for the formation of socially valuable qualities and cognitive activity of the students are actively created. In the long term, it will lead to the formation of personalities with a proactive approach to life. The presented and approved results of the research can be used in comprehensive schools: to diagnose the level of formation of cognitive interests of the students; to organize a developing environment in the educational institution; and last but not the least, to organize the students' activity during curricular and non-curricular activities.

show abstract

What makes a good educator? The relevance of meta programmes

Cited by 43 publications

References 39 publications

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

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

Which classroom service encounters make students happy or unhappy?

The Cognitive Activity Development Of Middle-Class Students

Contact Info

Product

Resources

About