Valuing Teaching: Exploring How a University's Strategic Documents Reflect Institutional Teaching Culture
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| Title: | Valuing Teaching: Exploring How a University's Strategic Documents Reflect Institutional Teaching Culture |
|---|---|
| Language: | English |
| Authors: | Lindsay Shaw (ORCID |
| Source: | International Journal for Academic Development. 2024 29(3):406-419. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Educational Planning, Strategic Planning, College Instruction, Teaching Methods, Teacher Behavior, Teacher Attitudes, Educational Attitudes, Documentation, Content Analysis |
| DOI: | 10.1080/1360144X.2023.2200761 |
| ISSN: | 1360-144X 1470-1324 |
| Abstract: | Strategic documents are artifacts that can reveal evidence of an institution's teaching culture and, ideally, can influence how teaching is valued, rewarded, and resourced. This paper describes how an Institutional Teaching Culture framework based on six well-researched levers was applied to analyze strategic documents for indicators of teaching culture. Analyses conducted at five Canadian universities identified strengths and gaps within and across documents which, in turn, helped guide conversations about enhancing representations of institutional teaching culture. The authors share insights about our use of this analysis framework and offer recommendations to institutions invested in understanding and fostering robust teaching cultures. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1439678 |
| Database: | ERIC |
| Abstract: | Strategic documents are artifacts that can reveal evidence of an institution's teaching culture and, ideally, can influence how teaching is valued, rewarded, and resourced. This paper describes how an Institutional Teaching Culture framework based on six well-researched levers was applied to analyze strategic documents for indicators of teaching culture. Analyses conducted at five Canadian universities identified strengths and gaps within and across documents which, in turn, helped guide conversations about enhancing representations of institutional teaching culture. The authors share insights about our use of this analysis framework and offer recommendations to institutions invested in understanding and fostering robust teaching cultures. |
|---|---|
| ISSN: | 1360-144X 1470-1324 |
| DOI: | 10.1080/1360144X.2023.2200761 |
