The relationship between institutional, course-level and individual teaching excellence in higher education: A proposal for developing competitive advantage through leveraging the expertise of excellent university teachers

Sally Brown, Ruth Pickford

Abstract



Internationally many nations are seeking to recognise and reward excellent teaching at an institutional, subject and individual level, acknowledging the importance of outstanding teaching as a contribution to positive student learning experiences through students’ academic, emotional and transactional engagement. This paper explores the ways in which higher education teaching excellence can be recognised and rewarded, using a case study from the UK, and considers the relationship between institutional, course-level and individual teaching excellence. We conclude by proposing that HEIs can develop a competitive advantage through leveraging the expertise of excellent university teachers to the benefit of learners. 


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