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Teaching Facts or Teaching Thinking? The Potential of hooks' 'Engaged Pedagogy' for Teaching Politics in a 'Post-Truth' Moment
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Joe Greenwood-Hau – Teaching in Higher Education, 2024
The rise of populism has sparked a debate about the role of facts in public discourse. How should higher education teachers respond? This article reviews the literature on approaches to teaching and identifies and problematises a tension between emphases on facts and thinking. It then outlines the current 'post-truth' challenge, which suggests…
Descriptors: College Faculty, Teaching Methods, Thinking Skills, Critical Thinking
Teacher Effectiveness in Asian Higher Education Contexts: A Systematic Review
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Sofyan, M.; Barnes, Melissa; Finefter-Rosenbluh, Ilana – Teaching in Higher Education, 2023
Teacher effectiveness has been a matter for extensive research and public debate, anchored around the need to capture its essence. While the complexity of teacher effectiveness in higher education has been discussed, it is unclear how this is conceptualised within Asian contexts. Critically unpacking the concept of teacher effectiveness, this…
Descriptors: Teacher Effectiveness, Asians, Higher Education, Literature Reviews
In Pursuit of Teaching Excellence: Outward and Visible Signs of Inward and Invisible Grace
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Matheson, Ruth – Teaching in Higher Education, 2020
The debate around what constitutes teaching excellence and how to measure it remains a contentious issue in higher education, with little consensus reached. Despite this, measures of teaching excellence influence university ranking league tables throughout the world. This paper explores the thinking and practice of five academics, recognised…
Descriptors: Educational Quality, Excellence in Education, Higher Education, College Faculty
Self-Efficacy and Strategies to Influence the Study Environment
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Jungert, Tomas; Rosander, Michael – Teaching in Higher Education, 2010
This study investigates the relationship between student influence and academic self-efficacy in a sample of 275 students in two Master's programmes in Engineering. Students in only one of the programmes studied according to problem-based learning (PBL). Results indicate that students choosing strategies to influence course content or structure,…
Descriptors: Self Efficacy, Course Evaluation, Problem Based Learning, Course Content
"Going the Extra Mile", "Fire-Fighting", or "Laissez-Faire?" Re-Evaluating Personal Tutoring Relationships within Mass Higher Education
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Stephen, Dawn E.; O'Connell, Paul; Hall, Mike – Teaching in Higher Education, 2008
In highlighting a gulf between inclusive policy intentions inherent in the advent of mass higher education in the UK and the lived experiences of students and staff, this paper aims to stimulate critical debate about the impact of this changed environment upon traditional personal tutoring relationships. In drawing upon qualitative research with a…
Descriptors: Higher Education, Qualitative Research, Tutoring, Educational Experience
Challenging the Dual Assumption of the "Always/Already" Autonomous Student and Effective Supervisor
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Manathunga, Catherine; Goozee, Justine – Teaching in Higher Education, 2007
Postgraduate supervision, until recently, was regarded as an extension of research rather than as a form of teaching. Research students were assumed to be "always/already" autonomous scholars at the beginning of their candidature. So too, postgraduate supervisors were assumed to be "always/already" effective at supervising once they had endured…
Descriptors: Program Development, Graduate Study, Independent Study, Research Skills