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Let the students be heard – student voices on teaching excellence awards

Author

Listed:
  • Nadia Gulko

    (University of Lincoln [UK])

  • Kieron Barber

    (University of Lincoln [UK])

  • Lies Bouten

    (LEM - Lille économie management - UMR 9221 - UA - Université d'Artois - UCL - Université catholique de Lille - Université de Lille - CNRS - Centre National de la Recherche Scientifique)

  • Natalie Tatiana Churyk

    (Northern Illinois University)

  • Patricia Everaert

    (UGENT - Universiteit Gent = Ghent University = Université de Gand)

  • Elizabeth Gordon

    (Temple University [Philadelphia] - Pennsylvania Commonwealth System of Higher Education (PCSHE))

  • Seyram Kawor

    (Faculty of Management, Multimedia University, Persiaran Multimedia, 63100 Cyberjaya, Selangor Darul Ehsan, Malaysia)

  • Camillo Lento

    (Lakehead University)

  • Nicholas Mcguigan

    (Monash University [Melbourne])

  • Susanna Middelberg

    (Covenant University, Ota)

  • Enoch Opare Mintah

    (University of Lincoln [UK])

  • Saravanan Muthaiyah

    (Faculty of Management, Multimedia University, Persiaran Multimedia, 63100 Cyberjaya, Selangor Darul Ehsan, Malaysia)

  • Suresh Kumar Sahoo

    (Sri Sri University)

  • Madiha Sarwar

    (University of Lincoln [UK])

  • Olubukunola Uwuigbe

    (Covenant University, Ota)

  • Nadeeka Withanage

    (University of Greenwich)

Abstract

Globally, academics are encouraged to facilitate teaching excellence. Many business schools use teaching excellence awards to recognize exceptional efforts toward students' learning, foster pedagogical innovation, and improve faculty motivation. However, prior literature has noted that many business schools lack clear and transparent criteria for TE awards, which can hinder the process and potentially reduce the motivational effects. Research has yet to fully incorporate student voices across a global setting into the evaluation criterion. As a result, this study seeks to identify universal criteria for TE awards based on a large-scale survey of 2,775 business students across eleven countries and five continents intending to capture global student perspectives. First, we reveal whether the possession of a TE award for an educator has any importance from students' perspectives. Second, we find that students across the globe have a general agreement regarding the criteria for awarding an excellent educator by identifying 30 criteria for TE awards students noted across our global sample. Third, we reveal 15 criteria that are specific to some countries but not globally. Lastly, we explore the differences in TE award criteria across different study levels. Overall, our study makes a significant contribution by identifying global criteria based on student voice to inform the development of teaching excellence award criteria in business education or by higher education providers and professional bodies.

Suggested Citation

  • Nadia Gulko & Kieron Barber & Lies Bouten & Natalie Tatiana Churyk & Patricia Everaert & Elizabeth Gordon & Seyram Kawor & Camillo Lento & Nicholas Mcguigan & Susanna Middelberg & Enoch Opare Mintah &, 2024. "Let the students be heard – student voices on teaching excellence awards," Post-Print hal-04833441, HAL.
    • Handle: RePEc:hal:journl:hal-04833441
    DOI: 10.1080/03075079.2024.2396453
    Note: View the original document on HAL open archive server: https://hal.science/hal-04833441v1
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    References listed on IDEAS

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