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Qualitatively different ways of experiencing Higher Education Teaching Excellence: A phenomenographic enquiry into the conceptions of teaching practitioners of their experiences of higher education teaching excellence within College-Based Higher Education

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@phdthesis{8b7d4c0415a94ab9a5f05de20d523309,
title = "Qualitatively different ways of experiencing Higher Education Teaching Excellence: A phenomenographic enquiry into the conceptions of teaching practitioners of their experiences of higher education teaching excellence within College-Based Higher Education",
abstract = "This thesis uses a phenomenographic research approach to find out thedifferent ways in which teaching practitioners from College Based HigherEducation (CBHE) understood their experiences of what they considered tobe Higher Education (HE) teaching excellence. The research outcomescontribute to existing literature on HE teaching excellence and policydevelopments within the Teaching Excellence Framework by providinginsights into how CBHE teaching excellence is understood by those mostinvolved in the delivery of CBHE pedagogic practices. Methodologically, thisresearch extends the phenomenographic approach to CBHE pedagogicpractices contexts.The research outcomes were informed by data from structured interviewsinvolving a heterogenous group of 30 teaching practitioners. Data analysisprovided a hierarchically-inclusive outcome space illustrating four categoriesof description representing the qualitatively different ways in which theseteaching practitioners understood their experiences of CBHE teachingexcellence. These categories were also evaluated against two key researchperspectives on HE teaching excellence to assess the extent to which theyaligned with and/or built upon these perspectives. Exploring theunderstandings of such practitioners was important because they occupycentral roles within CBHE teaching practices and contribute significantly toinstitutional enhancement of HE pedagogy.",
author = "Swift, {Roshani (rosh)}",
year = "2021",
month = feb,
day = "1",
doi = "10.17635/lancaster/thesis/1224",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - THES

T1 - Qualitatively different ways of experiencing Higher Education Teaching Excellence

T2 - A phenomenographic enquiry into the conceptions of teaching practitioners of their experiences of higher education teaching excellence within College-Based Higher Education

AU - Swift, Roshani (rosh)

PY - 2021/2/1

Y1 - 2021/2/1

N2 - This thesis uses a phenomenographic research approach to find out thedifferent ways in which teaching practitioners from College Based HigherEducation (CBHE) understood their experiences of what they considered tobe Higher Education (HE) teaching excellence. The research outcomescontribute to existing literature on HE teaching excellence and policydevelopments within the Teaching Excellence Framework by providinginsights into how CBHE teaching excellence is understood by those mostinvolved in the delivery of CBHE pedagogic practices. Methodologically, thisresearch extends the phenomenographic approach to CBHE pedagogicpractices contexts.The research outcomes were informed by data from structured interviewsinvolving a heterogenous group of 30 teaching practitioners. Data analysisprovided a hierarchically-inclusive outcome space illustrating four categoriesof description representing the qualitatively different ways in which theseteaching practitioners understood their experiences of CBHE teachingexcellence. These categories were also evaluated against two key researchperspectives on HE teaching excellence to assess the extent to which theyaligned with and/or built upon these perspectives. Exploring theunderstandings of such practitioners was important because they occupycentral roles within CBHE teaching practices and contribute significantly toinstitutional enhancement of HE pedagogy.

AB - This thesis uses a phenomenographic research approach to find out thedifferent ways in which teaching practitioners from College Based HigherEducation (CBHE) understood their experiences of what they considered tobe Higher Education (HE) teaching excellence. The research outcomescontribute to existing literature on HE teaching excellence and policydevelopments within the Teaching Excellence Framework by providinginsights into how CBHE teaching excellence is understood by those mostinvolved in the delivery of CBHE pedagogic practices. Methodologically, thisresearch extends the phenomenographic approach to CBHE pedagogicpractices contexts.The research outcomes were informed by data from structured interviewsinvolving a heterogenous group of 30 teaching practitioners. Data analysisprovided a hierarchically-inclusive outcome space illustrating four categoriesof description representing the qualitatively different ways in which theseteaching practitioners understood their experiences of CBHE teachingexcellence. These categories were also evaluated against two key researchperspectives on HE teaching excellence to assess the extent to which theyaligned with and/or built upon these perspectives. Exploring theunderstandings of such practitioners was important because they occupycentral roles within CBHE teaching practices and contribute significantly toinstitutional enhancement of HE pedagogy.

U2 - 10.17635/lancaster/thesis/1224

DO - 10.17635/lancaster/thesis/1224

M3 - Doctoral Thesis

PB - Lancaster University

ER -