Seppala, N;
Smith, C;
(2020)
Teaching awards in higher education: a qualitative study of motivation and outcomes.
Studies in Higher Education
, 45
(7)
pp. 1398-1412.
10.1080/03075079.2019.1593349.
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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.
| Type: | Article |
|---|---|
| Title: | Teaching awards in higher education: a qualitative study of motivation and outcomes |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03075079.2019.1593349 |
| Publisher version: | https://doi.org/10.1080/03075079.2019.1593349 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Teaching awards, motivation, reward and recognition, teaching quality, organizational culture |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > UCL School of Management |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10069488 |
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