What do universities mean by ‘excellent teaching’? Or… What the TEF might not tell you!

Dr Matthew J. Williamson Director Learning Enhancement and Academic Development Service University of Glasgow

So, TEF results are out! What is TEF? Opt in – 33 HEPs did not take part (13 in Scotland) Metric based Teaching Quality, Assessment and Student support from NSS Student ‘dropout’ rates Employment destinations data Data benchmarked and a 15-page submission included Ratings last 3 years Disciplinary TEF to be piloted

What has TEF shown us so far? Anglia Ruskin gained Silver 137 HEPs took part (3 private providers) 45 Gold 67 Silver 25 Bronze Bronze Silver Gold Post92 20% 58% 22% Pre92 12% 46% 42% Russell Group 14% 48% 38% Specialist 35% 43%

Has it measured teaching ‘excellence’? Probably not!

How do you define ‘teaching excellence’? Start alone – keywords Talk to your neighbour – agree top 5 (?) Join pairs – agree a definition (or two)

“A status of inaccessible brilliance” Mingus, 2015

Why might we want to measure excellent teaching? Quality Assurance Quality Enhancement Equality of experience Identification and dissemination of good practice Management and ‘managerialism’

What is excellence? Excellence as the ‘norm’ Excellence as an aspiration Can everyone be excellent all the time? When is ‘good enough’ good enough?

How do universities define ‘excellent teaching’, then? Research-led/informed/inspired Student satisfaction Student ‘outcomes’ Student-focussed Innovation Leadership

How do other bodies define ‘excellent teaching’? Reflective practice Mentoring and organisation Leadership Dissemination of good practice

The views of students From Williamson, 2011

The views of alumni Adapted from Moore and Kuol, 2007

Excellent teaching or excellent teachers? Teaching as collaborative activity Teacher and teacher Teacher and ‘learning support’ Teacher and student Performance and bias Lectures vs other teaching Gender bias Appearance ‘It’s too hard!’

What might we do to encourage and enhance excellence? National schemes Institutional schemes Disciplinary approaches Individual approaches

What three things would make a difference? What could institutions do? What could teaching ‘teams’ do? What could individuals do? What could students do? What might students ‘want’?

How can excellent teaching be supported and encouraged? Clarity of strategy and direction ‘Parity of esteem’ Contractual status and ‘remission’ Teaching sabbaticals?

How do we embody excellent teaching? Focus on the students and their learning Pitching it right ‘Authenticity’ and ‘credibility’ Stretching and challenging Engage and approach

Can we measure this? PROBABLY NOT!