Let the students be heard – student voices on teaching excellence awards

Nadia Gulko, Kieron Barber, Lies Bouten, Natalie Tatiana Churyk, Patricia Everaert, Elizabeth Gordon, Seyram Kawor, Camillo Lento, Nicholas Mcguigan, Susanna Middelberg, Enoch Opare Mintah, Saravanan Muthaiyah, Suresh Kumar Sahoo, Madiha Sarwar, Olubukunola Uwuigbe and Nadeeka Withanage
Additional contact information
Nadia Gulko: University of Lincoln [UK]
Kieron Barber: University of Lincoln [UK]
Lies Bouten: LEM - Lille économie management - UMR 9221 - UA - Université d'Artois - UCL - Université catholique de Lille - Université de Lille - CNRS - Centre National de la Recherche Scientifique
Natalie Tatiana Churyk: Northern Illinois University
Patricia Everaert: UGENT - Universiteit Gent = Ghent University = Université de Gand
Elizabeth Gordon: Temple University [Philadelphia] - Pennsylvania Commonwealth System of Higher Education (PCSHE)
Seyram Kawor: Faculty of Management, Multimedia University, Persiaran Multimedia, 63100 Cyberjaya, Selangor Darul Ehsan, Malaysia
Nicholas Mcguigan: Monash University [Melbourne]
Susanna Middelberg: Covenant University, Ota
Enoch Opare Mintah: University of Lincoln [UK]
Saravanan Muthaiyah: Faculty of Management, Multimedia University, Persiaran Multimedia, 63100 Cyberjaya, Selangor Darul Ehsan, Malaysia
Suresh Kumar Sahoo: Sri Sri University
Madiha Sarwar: University of Lincoln [UK]
Olubukunola Uwuigbe: Covenant University, Ota
Nadeeka Withanage: University of Greenwich

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Abstract: Globally, academics are encouraged to facilitate teaching excellence. Many business schools use teaching excellence awards to recognize exceptional efforts toward students' learning, foster pedagogical innovation, and improve faculty motivation. However, prior literature has noted that many business schools lack clear and transparent criteria for TE awards, which can hinder the process and potentially reduce the motivational effects. Research has yet to fully incorporate student voices across a global setting into the evaluation criterion. As a result, this study seeks to identify universal criteria for TE awards based on a large-scale survey of 2,775 business students across eleven countries and five continents intending to capture global student perspectives. First, we reveal whether the possession of a TE award for an educator has any importance from students' perspectives. Second, we find that students across the globe have a general agreement regarding the criteria for awarding an excellent educator by identifying 30 criteria for TE awards students noted across our global sample. Third, we reveal 15 criteria that are specific to some countries but not globally. Lastly, we explore the differences in TE award criteria across different study levels. Overall, our study makes a significant contribution by identifying global criteria based on student voice to inform the development of teaching excellence award criteria in business education or by higher education providers and professional bodies.

Date: 2024-09-09
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Published in Studies in Higher Education, 2024, pp.1-29. ⟨10.1080/03075079.2024.2396453⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-04833441

DOI: 10.1080/03075079.2024.2396453

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