{"title":"Inspirational teaching in higher education: What does it look, sound and feel like?","authors":"J. Derounian","doi":"10.20429/IJSOTL.2017.110109","DOIUrl":null,"url":null,"abstract":"This article discusses the qualities of inspirational teaching in higher education (HE). It starts by arguing how \ntopical this subject is, given emphasis world-wide on quality assurance measures, such as the UK \nGovernment’s 2016 Teaching Excellence Framework TEF. The paper then moves to review the academic and \npractice literature in order to outline what comprises inspirational teaching in HE institutions. These \ncomponents – in the form of key words - are extracted from the literature and then tested through primary \nresearch. \nLecturers, at an English University, agreed to circulate a short survey to final year social sciences \nundergraduates. Fifty-two student returns from 2010 were analysed. A comparative survey of 25 \nundergraduates – from the same disciplines - was repeated in 2016. \nThree clear elements of inspirational undergraduate teaching emerge: First and foremost, undergraduates \nbelieve it to be motivating; second, and related – inspirational teaching is deemed encouraging and third such \nteaching flows from teachers’ passion for their subject. The paper presents exploratory and illustrative data and \nsets down a forward agenda for further research to explore aspects of inspirational university teaching linked \nto differing cultural expectations, potential impacts of gender, age and ethnicity.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"16","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The International Journal for the Scholarship of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20429/IJSOTL.2017.110109","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 16
Abstract
This article discusses the qualities of inspirational teaching in higher education (HE). It starts by arguing how
topical this subject is, given emphasis world-wide on quality assurance measures, such as the UK
Government’s 2016 Teaching Excellence Framework TEF. The paper then moves to review the academic and
practice literature in order to outline what comprises inspirational teaching in HE institutions. These
components – in the form of key words - are extracted from the literature and then tested through primary
research.
Lecturers, at an English University, agreed to circulate a short survey to final year social sciences
undergraduates. Fifty-two student returns from 2010 were analysed. A comparative survey of 25
undergraduates – from the same disciplines - was repeated in 2016.
Three clear elements of inspirational undergraduate teaching emerge: First and foremost, undergraduates
believe it to be motivating; second, and related – inspirational teaching is deemed encouraging and third such
teaching flows from teachers’ passion for their subject. The paper presents exploratory and illustrative data and
sets down a forward agenda for further research to explore aspects of inspirational university teaching linked
to differing cultural expectations, potential impacts of gender, age and ethnicity.