|Published online: September 25, 2015||$US5.00|
The research examines whether the range of university-endorsed qualifications to teach can be relied upon to deliver, to students, quality learning outcomes in approximately commensurate proportions. University-endorsed qualifications include a postgraduate certification in higher education teaching, abbreviated to Teachcert; secondly, a subject mastery qualification, or Discipline; and finally, years of teaching experience, or Yte. The underlying thesis was that an institutional variable such as teaching qualification was likely to bear some responsibility, at times even be a major factor, in student failure rates. Through a quantitative analysis of university-wide data, such as learning outcome grades achieved in semester units, it was possible to conclude that Teachcert lecturers inspired results that were superior almost always to Discipline lecturers. Both were almost always superior to Yte lecturers. The main implication for teaching universities, wishing to reduce failure and enhance student learning success, is to increase the number of Teachcert lecturers. The second but initially unsuspected implication is for universities to learn from instances where some Discipline lecturers were successful in retaining students who were about to disengage from the academic discourse, and possibly become non retention statistics.
|Keywords:||Teaching, Qualifications, Learning Outcomes, Institutional Responsibility|
The International Journal of Educational Organization and Leadership, Volume 22, Issue 4, December, 2015, pp.57-70. Article: Print (Spiral Bound). Published online: September 25, 2015 (Article: Electronic (PDF File; 454.983KB)).
Learning Support Researcher, Faculty of Health, University of Canberra, Australian Capital Territory, Canberra, A.C.T., Australia