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Developing effective national policy instruments to promote teaching excellence: evidence from the English case

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Developing effective national policy instruments to promote teaching excellence: evidence from the English case. / Ashwin, Paul.
In: Policy Reviews in Higher Education, Vol. 6, No. 1, 31.01.2022, p. 27-45.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ashwin, P 2022, 'Developing effective national policy instruments to promote teaching excellence: evidence from the English case', Policy Reviews in Higher Education, vol. 6, no. 1, pp. 27-45. https://doi.org/10.1080/23322969.2021.1924847

APA

Ashwin, P. (2022). Developing effective national policy instruments to promote teaching excellence: evidence from the English case. Policy Reviews in Higher Education, 6(1), 27-45. https://doi.org/10.1080/23322969.2021.1924847

Vancouver

Ashwin P. Developing effective national policy instruments to promote teaching excellence: evidence from the English case. Policy Reviews in Higher Education. 2022 Jan 31;6(1):27-45. Epub 2021 May 16. doi: 10.1080/23322969.2021.1924847

Author

Ashwin, Paul. / Developing effective national policy instruments to promote teaching excellence : evidence from the English case. In: Policy Reviews in Higher Education. 2022 ; Vol. 6, No. 1. pp. 27-45.

Bibtex

@article{49db7f65d69f419da6278df2ccc9afe2,
title = "Developing effective national policy instruments to promote teaching excellence: evidence from the English case",
abstract = "There is increasing international focus on system-wide schemes of teaching excellence in higher education. In this article, I explore national policy instruments intended to promote and measure teaching excellence. There appears to be very limited knowledge about what underpins the effective design of policy instruments for teaching excellence. This article attempts to address this gap by examining the English case, which involved two distinct approaches to developing teaching excellence across the higher education system. The available evidence suggests that neither policy instrument was particularly successful in increasing teaching excellence across the sector. This highlights the challenges of developing effective teaching excellence policy instruments. Based on this analysis, recommendations are made for the more effective design of policy instruments aimed at teaching excellence in higher education.",
keywords = "Teaching enhancement, teaching excellence, national policy, policy instruments, learning and teaching",
author = "Paul Ashwin",
year = "2022",
month = jan,
day = "31",
doi = "10.1080/23322969.2021.1924847",
language = "English",
volume = "6",
pages = "27--45",
journal = "Policy Reviews in Higher Education",
issn = "2332-2969",
publisher = "Taylor & Francis",
number = "1",

}

RIS

TY - JOUR

T1 - Developing effective national policy instruments to promote teaching excellence

T2 - evidence from the English case

AU - Ashwin, Paul

PY - 2022/1/31

Y1 - 2022/1/31

N2 - There is increasing international focus on system-wide schemes of teaching excellence in higher education. In this article, I explore national policy instruments intended to promote and measure teaching excellence. There appears to be very limited knowledge about what underpins the effective design of policy instruments for teaching excellence. This article attempts to address this gap by examining the English case, which involved two distinct approaches to developing teaching excellence across the higher education system. The available evidence suggests that neither policy instrument was particularly successful in increasing teaching excellence across the sector. This highlights the challenges of developing effective teaching excellence policy instruments. Based on this analysis, recommendations are made for the more effective design of policy instruments aimed at teaching excellence in higher education.

AB - There is increasing international focus on system-wide schemes of teaching excellence in higher education. In this article, I explore national policy instruments intended to promote and measure teaching excellence. There appears to be very limited knowledge about what underpins the effective design of policy instruments for teaching excellence. This article attempts to address this gap by examining the English case, which involved two distinct approaches to developing teaching excellence across the higher education system. The available evidence suggests that neither policy instrument was particularly successful in increasing teaching excellence across the sector. This highlights the challenges of developing effective teaching excellence policy instruments. Based on this analysis, recommendations are made for the more effective design of policy instruments aimed at teaching excellence in higher education.

KW - Teaching enhancement

KW - teaching excellence

KW - national policy

KW - policy instruments

KW - learning and teaching

U2 - 10.1080/23322969.2021.1924847

DO - 10.1080/23322969.2021.1924847

M3 - Journal article

VL - 6

SP - 27

EP - 45

JO - Policy Reviews in Higher Education

JF - Policy Reviews in Higher Education

SN - 2332-2969

IS - 1

ER -