ERIC Number: ED368291
Record Type: RIE
Publication Date: 1993-Sep
Reference Count: N/A
Awards for Teaching Excellence at Australian Universities. Centre for the Study of Higher Education Research Working Papers 93.1.
McNaught, Carmel; Anwyl, John
In the Australian higher education scene the importance of recognizing effective teaching is gaining increasing prominence. Issues of academic accountability and the increasing scarcity of financial resources for higher education have added pressure to the debate about what constitutes quality in higher education. Central to this debate is the issue of the extrinsic rewards available for teaching competence or teaching excellence. Within the older universities, excellence in research within traditional disciplines has been rewarded by research grants and by promotion procedures much more than excellence in teaching has been. Within the post-1987 universities there are pressures to develop high level research profiles. This study looks at one strategy which has been used in an attempt to redress the research/teaching imbalance and promote quality in higher education, namely that of awards for teaching excellence. An analysis of survey responses from 37 Australian institutions of higher education about how they viewed teaching awards is reported, together with comment on the possible benefits and drawbacks of these awards. Suggestions are made for modifying them in a way which deals with the criticisms of some existing programs. Contains 17 references. (Author/GLR)
Descriptors: Accountability, Awards, College Faculty, Colleges, Comparative Analysis, Educational Quality, Foreign Countries, Higher Education, Instructional Improvement, Public Opinion, Surveys, Teacher Effectiveness, Teacher Promotion, Universities
Department Secretary, Centre for the Study of Higher Education, University of Melbourne, Parkville, Victoria 3052 Australia ($5 Australian).
Publication Type: Information Analyses; Reports - General
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Authoring Institution: Melbourne Univ. (Australia). Centre for the Study of Higher Education.
Note: For related documents, see HE 027 309-318.