Prescriptions and Perceptions of Teaching Excellence: A Study of the National "Wettbewerb Exzellente Lehre" Initiative in Germany

Autor/inn/en	Brockerhoff, Lisa; Stensaker, Bjørn; Huisman, Jeroen
Titel	Prescriptions and Perceptions of Teaching Excellence: A Study of the National "Wettbewerb Exzellente Lehre" Initiative in Germany
Quelle	In: Quality in Higher Education, 20 (2014) 3, S.235-254 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2014.978134
Schlagwörter	Foreign Countries; Higher Education; Educational Quality; Teacher Effectiveness; Instructional Effectiveness; Educational Policy; Educational Administration; Administrator Responsibility; Colleges; Educational Change; Administrative Change; Organizational Change; Administrative Organization; Cultural Influences; Qualitative Research; Competition; Institutional Evaluation; Educational Improvement; Germany + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politics of education; Bildungspolitik; Bildungsverwaltung; Schuladministration; Schulverwaltung; College; Hochschule; Fachhochschule; Bildungsreform; Organisationswandel; Cultural influence; Kultureinfluss; Qualitative Forschung; Wettkampf; Teaching improvement; Unterrichtsentwicklung; Deutschland
Abstract	This article discusses how teaching excellence is prescribed by policy-makers and perceived by higher education institutions in the national competition for teaching excellence ("Wettbewerb Exzellente Lehre") in Germany. Teaching excellence has become an important topic around the world. Its importance can be seen in the increase in policy initiatives promoting teaching excellence, which are nowadays blossoming everywhere. However, the concept of teaching excellence is unclear and lacks critical discussion. The results of this study show that teaching excellence in Germany is characterised by a focus on the central leadership and its responsibility to create the conditions, through structural and cultural changes within higher education institutions to improve teaching quality. The implications of this approach for teaching and learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10