Let the students be heard – student voices on teaching excellence awards

Globally, academics are encouraged to facilitate teaching excellence.Many business schools use teaching excellence awards to recognizeexceptional efforts toward students’ learning, foster pedagogicalinnovation, and improve faculty motivation. However, prior literaturehas noted that many business schools lack clear and transparent criteriafor TE awards, which can hinder the process and potentially reduce themotivational effects. Research has yet to fully incorporate studentvoices across a global setting into the evaluation criterion. As a result,this study seeks to identify universal criteria for TE awards based on alarge-scale survey of 2,775 business students across eleven countriesand five continents intending to capture global student perspectives.First, we reveal whether the possession of a TE award for an educatorhas any importance from students’ perspectives. Second, we find thatstudents across the globe have a general agreement regarding thecriteria for awarding an excellent educator by identifying 30 criteria forTE awards students noted across our global sample. Third, we reveal 15criteria that are specific to some countries but not globally. Lastly, weexplore the differences in TE award criteria across different study levels.Overall, our study makes a significant contribution by identifying globalcriteria based on student voice to inform the development of teachingexcellence award criteria in business education or by highereducation providers and professional bodies.

Authors

Institutions

Publication Details

Journal
Studies in Higher Education
Published
2024-09-09
DOI
https://doi.org/10.1080/03075079.2024.2396453
Citations
5
Primary Topic
Higher Education Practises and Engagement
Type
article
Field-Weighted Citation Impact
10.48
Controls
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article

Let the students be heard – student voices on teaching excellence awards

Patricia Everaert, Nadia Gulko, Lies Bouten, Nicholas McGuigan et al.
5 citations
Studies in Higher Education
Higher Education Practises and Engagement
10.48
article

Let the students be heard – student voices on teaching excellence awards

Patricia Everaert, Nadia Gulko, Lies Bouten, Nicholas McGuigan, Suresh Kumar Sahoo, Kieron Barber, Saravanan Muthaiyah, Camillo Lento, Elizabeth A. Gordon, Seyram Kawor, Natalie Tatiana Churyk, Susanna Levina Middelberg, Enoch Opare Mintah, Nadeeka Withanage, Madiha Sarwar, Olubukola Ranti Uwuigbe
article en
5 citations

Abstract

Globally, academics are encouraged to facilitate teaching excellence.Many business schools use teaching excellence awards to recognizeexceptional efforts toward students’ learning, foster pedagogicalinnovation, and improve faculty motivation. However, prior literaturehas noted that many business schools lack clear and transparent criteriafor TE awards, which can hinder the process and potentially reduce themotivational effects. Research has yet to fully incorporate studentvoices across a global setting into the evaluation criterion. As a result,this study seeks to identify universal criteria for TE awards based on alarge-scale survey of 2,775 business students across eleven countriesand five continents intending to capture global student perspectives.First, we reveal whether the possession of a TE award for an educatorhas any importance from students’ perspectives. Second, we find thatstudents across the globe have a general agreement regarding thecriteria for awarding an excellent educator by identifying 30 criteria forTE awards students noted across our global sample. Third, we reveal 15criteria that are specific to some countries but not globally. Lastly, weexplore the differences in TE award criteria across different study levels.Overall, our study makes a significant contribution by identifying globalcriteria based on student voice to inform the development of teachingexcellence award criteria in business education or by highereducation providers and professional bodies.

Studies in Higher EducationVol. 50(8)
Northern Illinois University (US), Centre National de la Recherche Scientifique (FR), University of Cape Coast (GH), Multimedia University (MY), Covenant University (NG), Kingston University London (GB), Université de Lille (FR), North-West University (ZA), Temple College (US), Ghent University Hospital (BE), Australian Regenerative Medicine Institute (AU), Sri Sri University (IN), Ghent University (BE), Institut d'Economie Scientifique Et de Gestion (FR), Lille Économie Management (FR), University of Lincoln (GB), University of Greenwich (GB), Monash University (AU), IMU University (MY), Lakehead University (CA), Temple University (US)
Openalex Percentile: Top 2%
Higher Education Practises and Engagement
10.48
DOIOpen Access PDFOpenAlex
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