The Educator and the Quest for Higher Quality
Lindgaard, Oddlaug Marie (2019)
Lindgaard, Oddlaug Marie
2019
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2019120925503
https://urn.fi/URN:NBN:fi:amk-2019120925503
Tiivistelmä
BACKGROUND. Since the quest for quality in higher education began, the Norwegian government has introduced and implemented several white papers to the Norwegian parliament, the Storting. These papers aim to enhance the higher education sector through building strong research communities and raising the quality of the teaching provided to students in order to fulfil the need for an educated and skilled supply of labour.
PURPOSE. This study’s objective is to create an essential document to help Nord University and Centre for Learning and Technology to plan for and facilitate educators to develop their teaching and/or meet the requirements of the white paper “Culture for Quality in Higher Education” St. Meld. 16 (2016-2017) after listening to the voice of the educator.
METHODOLOGY. The research data were collected from narrative stories written by seven informants who are all educators at Nord University. They were asked to write an informal text about how it is to be an educator in higher education. The written material was then used in a narrative thematic analysis.
RESULTS. The informants of this study differ from the assumed image of educators in higher education, as they seem to be ardent teachers who enjoy teaching, like being a teacher and use student-centred teaching. They report that they find themselves experiencing cross-pressure between what they want to do regarding teaching and what is expected of them from faculty/institutions and the effects of structural reforms implemented in the name of higher quality.
CONCLUSION. In order to facilitate higher-quality teaching, we need to make use of the resources available and hence need to use educators that are passionate and up-to-date to educate and help their peers by creating incentives that succeed. We also need to allocate time to perform development work, which requires examining the use of digitalisation and the shift of work from non-academic to academic staff and the effects of significant structural changes.
PURPOSE. This study’s objective is to create an essential document to help Nord University and Centre for Learning and Technology to plan for and facilitate educators to develop their teaching and/or meet the requirements of the white paper “Culture for Quality in Higher Education” St. Meld. 16 (2016-2017) after listening to the voice of the educator.
METHODOLOGY. The research data were collected from narrative stories written by seven informants who are all educators at Nord University. They were asked to write an informal text about how it is to be an educator in higher education. The written material was then used in a narrative thematic analysis.
RESULTS. The informants of this study differ from the assumed image of educators in higher education, as they seem to be ardent teachers who enjoy teaching, like being a teacher and use student-centred teaching. They report that they find themselves experiencing cross-pressure between what they want to do regarding teaching and what is expected of them from faculty/institutions and the effects of structural reforms implemented in the name of higher quality.
CONCLUSION. In order to facilitate higher-quality teaching, we need to make use of the resources available and hence need to use educators that are passionate and up-to-date to educate and help their peers by creating incentives that succeed. We also need to allocate time to perform development work, which requires examining the use of digitalisation and the shift of work from non-academic to academic staff and the effects of significant structural changes.
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