Inspirational teaching in higher education: What does it look, sound and feel like?

Derounian, James ORCID: 0000-0003-1738-9764 (2017) Inspirational teaching in higher education: What does it look, sound and feel like? International Journal for the Scholarship of Teaching and Learning, 11 (1). p. 9. doi:10.20429/ijsotl.2017.110109

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Abstract

This article discusses the qualities of inspirational teaching in higher education (HE). It starts by arguing how topical this subject is, given emphasis world-wide on quality assurance measures, such as the UK Government’s 2016 Teaching Excellence Framework TEF. The paper then moves to review the academic and practice literature in order to outline what comprises inspirational teaching in HE institutions. These components – in the form of key words - are extracted from the literature and then tested through primary research. Lecturers, at an English University, agreed to circulate a short survey to final year social sciences undergraduates. Fifty-two student returns from 2010 were analysed. A comparative survey of 25 undergraduates – from the same disciplines - was repeated in 2016. Three clear elements of inspirational undergraduate teaching emerge: First and foremost, undergraduates believe it to be motivating; second, and related – inspirational teaching is deemed encouraging and third such teaching flows from teachers’ passion for their subject. The paper presents exploratory and illustrative data and sets down a forward agenda for further research to explore aspects of inspirational university teaching linked to differing cultural expectations, potential impacts of gender, age and ethnicity.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Inspiration; charisma; inspirational teaching; higher education
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Schools and Research Institutes > School of Business, Computing and Social Sciences
Research Priority Areas:	Place, Environment and Community
Depositing User:	Anne Pengelly
Date Deposited:	08 Feb 2017 10:38
Last Modified:	31 Aug 2023 08:25
URI:	https://eprints.glos.ac.uk/id/eprint/4313

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