This paper outlines the findings of a study that examined the conceptions of academics regarding the nature of ‘leading’ and ‘managing’ learning and teaching in six Australian universities. These data were considered in the light of institutional systems and documentation regarding the leadership and management of learning and teaching and the contemporary literature on leadership and management, particularly in higher education. The research found that there was congruence between academic conceptions of the roles of leaders and managers in HE and those found in other contexts. In contrast, there was considerable variance and significant gaps between these conceptions and HR and professional development practices. The paper reports findings that have significant implications for more systematic and explicit professional development for University leaders and managers of teaching and learning. In addition, it argues that changes are required to the prevailing approaches in the current HR systems and policies in order to effectively develop, support and recognize effective leadership and management practices as they relate to learning and teaching.
This article explores the meanings involved in the development and implementation of learning and teaching policies in higher education through a single institution case study in an English university. It draws on interview data collected from middle manager-academics, located in Schools, who are charged with implementing learning and teaching policies. Tensions and contradictions of practice emerged from a detailed analysis of the data identified through three closely related themes: centre/periphery, time and temporality, and disciplinary locations. The central theme, which frames the discussion of the other two, concerns relations between centre and periphery. The manager-academics identify themselves with the interests of their colleagues within Schools and use their position to mediate between central pressures and practice on the ground. Rather than identifying with managerialist practices, they rely on projected ideals of collegiality in their relationships with School colleagues. At the core of these experiences are differing conceptions of time in the centre/periphery relationship. Different experiences of temporality, tempo, and timing are explored from the manager-academics' perspective. There is considerable tension between time understood on the ground and the time-scales of central learning and teaching initiatives. The final theme concerns the organising role of disciplinary identities in articulating meaning at the periphery. Innovations appear rooted in disciplinary practice and some tensions exist between these and perceptions of educational theory and development. The article suggests that these contradictions and tensions might be a source of strength to the institution rather than having negative effects. It concludes with some reflections on the importance of time to the development of educational theory.
Purpose: Motivation is the process that accounts for an individual’s intensity, direction and persistence of effort toward attaining a goal (Robbins and Judge, 2008). Teacher motivation is vital to the growing and evolving field of higher education, yet it is not investigated enough. Need for rapid growth of higher education, issues in compensation, developments in information technology and dearth for teaching and technical skills brought teacher motivation to the center stage. The purpose of this paper is to apply McGregor’s Theory X and Theory Y to study teacher motivation in higher education.
Design/methodology/approach: An empirical study was conducted through survey method. A questionnaire was designed to elicit responses from randomly selected respondents.
Findings: Teachers in higher education were classified under Theory X and Theory Y styles. The relationship between teaching style and specific motivators in the class and on the job, preferred teaching methods and classroom management techniques were investigated.
Research limitations/implications: Application of McGregor’s Theory X and Theory Y to understand teacher motivation in higher education provided interesting and new insights.
Social implications: This study would have implications for teacher-student fit and institution-teacher fit in learning environments.
Originality/value: The nature of a teacher’s way-of-being matters to his/her motivation and performance in classroom. Implications exist for teacher recruitment and teacher training programs in relation to the profile of students and identifying and implementing right methodologies for classroom performance. This study has and ragogical implications for classroom teaching, relationship with students and parents and interpersonal relationships among peers and education administrators.
Research into learning and teaching in higher education over the last 25 years has provided a variety of concepts, methods, and findings that are of both theoretical interest and practical relevance. It has revealed the relationships between students’ approaches to studying, their conceptions of learning, and their perceptions of their academic context. It has revealed the relationships between teachers’ approaches to teaching, their conceptions of teaching, and their perceptions of the teaching environment. And it has provided a range of tools that can be exploited for developing our understanding of learning and teaching in particular contexts and for assessing and enhancing the student experience on specific courses and programs.
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|Title||A handbook for teaching & learning in higher education : enhancing academic practice / Heather Fry, Steve Ketteridge and Stephanie Marshall.|
|Pub info||London : RoutledgeFalmer, 2003.|
|Title||Assessing student learning in higher education / George Brown, with Joanna Bull and Malcolm Pendlebury.|
|Pub info||London : Routledge, 1997.|
|Descript||ix, 255 p. : forms ; 22 cm.|
|Series||Interesting ways to teach|
|Bibliography||Includes bibliographical references.|
|Subject||Higher education institutions Teaching|
|Add author||Habeshaw, Trevor.|
|Gibbs, Graham. Prepare to teach.|
|Author||Siyakwazi, Ben John|
|Title||Strategies in teaching and learning / B.J. Siyakwazi and P.D. Siyakwazi.|
|Pub info||Harare : Sapes Books, 1999.|
|Descript||92 p. : ill. ; 21 cm.|
|Includes bibliographical references.|
|Add author||Siyakwazi, Peggy Doris|
|Title||The African university and its mission : strategies for improving the delivery of higher education institution / Emmanuel Ngara.|
|Pub info||Roma, Lesotho : Institute of Southern African Studies, National University of Lesotho, c1995.|
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