Rethinking teaching excellence in Australian higher education

Purpose The purpose of this paper is to explore: why the concept of teaching excellence has been uncritically accepted into the lexicon of university management; and how it has been used to co-opt university teaching staff into supporting the myth that teaching quality can be maintained as financial support for teaching has declined. Design/methodology/approach This paper is conceptual and analytical rather than empirical and a critical management perspective is adopted. Findings Per capita funding of university teaching has declined steadily. The concept of teaching excellence has been used to distract attention away from discussions about funding and the conditions required to promote good teaching in universities. The construction of teaching excellence as an attribute of individual teachers has co-opted university teachers into supporting the illusion that teaching quality can be maintained, despite falling organisational support and decreased funding. Research limitations/implications Teaching in universities can only be improved through changes to the management approach and maintenance of per capita funding, and ultimately democratisation of universities. This will require changes to the regulatory framework, and national policy. Practical implications The author concludes that teaching excellence is unhelpful as a concept. Instead the focus of discussion needs to return to ensuring that the necessary conditions for responsive teaching are in place. Social implications Democratise the workplace and management methods; adopt matrix management structures; Rebalance to focus on social benefit and public good. Originality/value This paper uncovers tensions, contradictions and missing elements in current policy and concludes with suggestions for change.