Establishing reward systems for excellence in teaching – the experience of academics pioneering a reward system

Figures & data

Figure 1. The institution (macro level) introduces a teaching reward system (star) that target individual teachers (micro level) (solid arrows). These teachers are part of social networks (meso level). Reward systems that aim for a cultural change rely on the rewarded teachers to influence their colleagues through their networks (dotted arrows).

Table 1. Thematic map, experience of application process.

Theme		Description
1. Reasons to apply
a.	Criteria fit my values and practice	Described teaching practices, attitudes and values that align with them. Although many found the criteria vague, they filled them with meaning.
b.	Recognition and reward	A chance to be recognised for their effort, get assessed and get feedback.
c.	Financial reward	Secondary motivation – incentive for some, disincentive for others.
d.	Sense of responsibility	Recognised the importance of having reward system and apply to promote and justify the existence of system. Reward important for reputation or standing of department/discipline.
e.	Future opportunity and influence	Strengthen chances of getting funding for educational development and connect with people of similar interests for collaboration.
2. Experience of application process
a.	Valuable process and new awareness	Rewarding and valuable to write application. Chance to reflect on development and accomplishments. Awareness of values and teaching philosophies.
b.	Unknown factors and risk	New, untested system, unknown factors and consequences of reward. Risk of failure.
c	Application as personal and self-promoting	Uncomfortable with self-affirmation and focus on individual excellence. Expressed need to explain to others. Application was private and personal.

Table 2. Thematic map, perceived changes following reward.

Theme		Description
1. Perceived changes and impact of reward
a.	No perceived changes in local network and interactions, some new connections	Local and significant network remained the same, not affected by reward. Some new connections made, mainly outside department, sometimes as result of new role (d).
c.	Added authority and visibility	Being listened to more in matters of teaching and learning. Speaking with more authority and feeling of legitimacy. Attention following reward (temporarily) gave visibility.
d.	New roles and responsibilities	Some roles and responsibilities could also be held before reward (i, ii, iv) while others were a direct consequence of reward (iii).
	i. Mentor/advisor	Mentoring colleagues seeking promotion or reward. Advising leadership.
	ii. Expert teacher	Serving as expert on, e.g. committees, seminars
	iii. Representative for reward system	Serving as assessor for reward system, informing others about system
	iv. Formal leadership	Educational leader
e.	Expectations from others – students, colleagues, and institution	Feeling the pressure of increased expectations from others because of status.
f.	Lack of opportunity/commitment	Feeling disappointed or disillusioned due to lack of support, resources, institutional commitment or opportunity. Directed at institution and leadership.

Table 3. Thematic map, views on educational quality and reward systems.

Theme		Description
1. Views on educational quality and reward system
a.	A new way of describing and assessing teaching excellence	The teaching reward system through the criteria, application and assessment process can inform and build new understanding of what constitutes excellence in teaching.
b.	Raising awareness about teaching quality	Reward systems contribute to maintain a conversation and attention on teaching quality in higher education.

Figure 2. Visualisation of a typical teaching and learning network. The network at the group- and department level was mainly made up of colleagues with whom the informants teach, share an interest, and/or colleagues that informants lead either formally or informally (e.g. leading course development). Among these colleagues, there was a small group of trusted individuals (significant network, dark circle). At the Faculty/University level, networks had a more formal and task-driven character (e.g. committees and working groups), or were more casual connections motivated by similar interests. Outside the institution, there was a research network where teaching and learning conversations also occur. Changes (black arrows) in networks after the reward happened most frequently outside group/department related to formal tasks or new roles.