Teaching Awards in Higher Education: A Qualitative Study of Motivation and Outcomes

Autor/inn/en	Seppala, Nina; Smith, Charlotte
Titel	Teaching Awards in Higher Education: A Qualitative Study of Motivation and Outcomes
Quelle	In: Studies in Higher Education, 45 (2020) 7, S.1398-1412 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seppala, Nina) ORCID (Smith, Charlotte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1593349
Schlagwörter	Awards; Higher Education; College Faculty; Rewards; Professional Recognition; Motivation; Program Effectiveness; Teacher Effectiveness; Organizational Culture; Universities; Teacher Attitudes; Foreign Countries; Teaching Experience; Job Performance; Career Development; United Kingdom + Suchen Sie Ihr Suchwort? Award; Auszeichnung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Reward; Belohnung; psychologische; Motivation (psychologisch); Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unternehmenskultur; University; Universität; Lehrerverhalten; Ausland; Work performance; Arbeitsleistung; Berufsentwicklung; Großbritannien
Abstract	Whilst teaching awards have become an established practice in higher education, important questions remain about their effectiveness in recognizing high-quality teaching, with recent research suggesting that they may have dysfunctional consequences. We investigate how awards are perceived and impact upon recipients and non-recipients and propose that the potential of teaching awards is mediated by career stage, focus and performance. We also make recommendations for how teaching awards can contribute to a culture of teaching enhancement beyond the recognition of individual practice. In this way, we make a contribution by showing how teaching awards can be designed and used to recognize teaching practice while limiting their dysfunctional outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01