Research frameworks are useful in representing the main concepts, factors and aspects of a study and in clarifying and setting boundaries for the focus of the exploration. Frameworks can provide a point of departure for guiding and operationalising research questions and map ideas for testing in the field. Additionally, the construction, application and revising of a research framework can contribute to the development of models which inform future research and practice. This paper provides a research framework that has been developed to guide and operationalise explorations of what constitutes and enables quality teaching in a contemporary university context. The framework comprises cohort demographics and profile characteristics, teaching award impacts, quality teaching experiences, teacher effectiveness characteristics, and enabling factors for quality teaching. These five elements in the framework assist in our ability to articulate and measure factors that shape and drive quality teaching. Quality teaching in higher education needs to be considered from two perspectives–its context and its stakeholders. Where there is a difference in the perceptions between stakeholders–whether this be organisational, student, personal or interpersonal–there is the potential for conflict in the expectations of the teaching role with a consequent impact on the quality of teaching.
|Keywords:||Research Framework, Quality Teaching, Enabling Factors, Contemporary University, Stakeholder Perceptions|
Director - Courses and Pathways Services, Learning and Teaching, Victoria University, Melbourne, Australia
Professor, Centre for International Corporate Governance Research, Faculty of Business and Law, Victoria University, Melbourne, Australia