Following the yellow brick road? Developing inspiring learning and teaching in the pursuit of teaching excellence in higher education

ABSTRACT

Inspiring learning and teaching are a matter of growing importance in today’s marketised higher education sector. To date, much research in this area has a focus on reviewing literature or adopting a single-stakeholder perspective – typically that of staff or students. This paper reports on the findings of a qualitative study adopting a multi-stakeholder perspective on inspiring learning and teaching. The study sought to address the following questions – what is inspiring learning and teaching, and what are the conditions under which universities might achieve it? Thirty-two participants from three English universities took part in the study including heads of learning and teaching [n = 4], academic staff [n = 13], and students [n = 15]. Adopting a phenomenological position using interviews and focus groups, the study found that rather than being a tangible ‘something’, inspiring learning and teaching is the outcome of a complex interplay between all relevant stakeholders, requiring an authentic commitment to learning. Drawing on the findings, the authors propose a model that captures the multi-faceted and multilateral nature of inspiring learning and teaching, demonstrating the inter-relatedness of the following factors: authentic relationships, partnership and collaboration, student reciprocity, and pedagogical leadership. The authors conclude by exploring the necessary institutional conditions required to apply the framework in practice in order to foster inspiring learning and teaching, such as recognising and rewarding inspiring teaching; providing professional development opportunities for staff who are keen to develop inspiring teaching; and having time and space to nurture authentic and trusting relationships with students in learning and teaching.

KEYWORDS:

• Inspiring learning and teaching
• teaching excellence
• higher education
• multi-stakeholder perspective

Acknowledgments

The authors would like to thank Dr Fiona Smart for her valuable comments and suggestions on an earlier draft of the paper. We would also like to thank the anonymous reviewers who reviewed the original submission of the paper for their constructive feedback and comments. The ethical approval for this study was obtained by the lead author.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Mark Dransfield

Mark Dransfield is a Senior Lecturer in Academic Practice at York St John University, UK. He is an institutional AdvanceHE accredited Fellowship scheme lead, a HEA Senior Fellow and an independent international HE consultant. Mark is the corresponding author and can be reached at [email protected].

Margaret Wood

Margaret Wood is a Senior Lecturer in Education at York St John University, UK. Her recent research and publications have explored: the centralising tendencies of much current education policy and its relation to community and democracy at the local level; and the development of academic practice in higher education. Her most recent books include ‘Pursuing Teaching Excellence in Higher Education: Towards an Inclusive Perspective’ (authored with Su, 2021); and ‘Cosmopolitan Perspectives on Academic Leadership in Higher Education’ (edited with Su, 2017).

Feng Su

Feng Su is a Principal Lecturer and Head of Education Studies at Liverpool Hope University, UK. His main research interests and writings are located within the following areas: education policy, the development of the learner in higher education settings, academic practice and professional learning. His most recent books include ‘Pursuing Teaching Excellence in Higher Education: Towards an Inclusive Perspective’ (authored with Wood, 2021); and ‘Cosmopolitan Perspectives on Academic Leadership in Higher Education’ (edited with Wood, 2017). He Tweets @DrFengSu.