Main Article Content
This article outlines an innovative and highly practical model that holistically and synoptically integrates the factors that underpin strategic approaches to developing teaching excellence within a course, an institution or more widely.
It combines and articulates the various drivers towards excellence widely discussed currently, from the perspectives of students, institutions and those who teach them. Integral to the model are the elements of progression, satisfaction and graduate outcomes that align fully with current imperatives around teaching excellence.
Drawing upon extant elements of Higher Education pedagogy, this article adopts a Boyerian approach to scholarship integrating original research that has been applied in diverse contexts in an innovative way (Boyer, 1990), to provide a route-map or blueprint for the design and delivery of curriculum, teaching and learning environments. The model will be of use to individuals, course directors, learning and teaching directorates, institutional leaders working in higher education.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
Blasko, Z., Brennan, J., Little, B., & Shah, T. (2002). Access to what: analysis of factors determining graduate employability. London: HEFCE.
Boud, D., & Falchikov, N. (2006). Aligning assessment with long term learning. Assessment and Evaluation in Higher Education, 31(4), 399-443.
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
Chan, R., Brown, G. T., & Ludlow, L. (2014, April). What is the purpose of higher education?: A comparison of institutional and student perspectives on the goals and purposes of completing a bachelor's degree in the 21st century. Paper presented at the annual American Education Research Association (AERA) conference, Philadelphia, PA. Retrieved from https://www.dal.ca/content/dam/dalhousie/pdf/clt/Events/Chan_Brown_Ludlow(2014).pdf.
Department for Education (2017a). Teaching Excellence Framework: Subject-level pilot specification. July 2017. Department for Education [Online]. Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/629976/Teaching_Excellence_Framework_Subject-level_pilot_specification.pdf [Accessed 25 September 2017].
Department for Education (2017b). Teaching Excellence Framework: Lessons Learned. Summary Policy Document. September 2017. Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/643701/TEF_Lessons_Learned_Summary_Policy_Document.pdf [Accessed 25 September 2017].
Department for Education (2017c). Teaching Excellence and Student Outcomes Framework Specification. [Online]. Available from: https://www.gov.uk/government/publications/teaching-excellence-and-student-outcomes-framework-specification [Accessed 11 October 2017].
Derounian, J. (2017). TEF – Tiresomely Extraneous & Flawed. Compass: Journal of Learning and Teaching, 10(2).
Gibbs, G. (2017). Evidence does not support the rationale of the TEF. Compass: Journal of Learning and Teaching, 10(2).
Kandiko, C. B., & Mawer, M. (2013). Student Expectation and Perceptions of Higher Education: Executive Summary. London: King’s Learning Institute.
Nicol, D. J., & Macfarlane-Dick, D. (2006), Formative assessment and self-regulated learning: a model and seven principles of good practice. Studies in Higher Education, 31(2), 199-218.
Pickford, R. (2016). Student Engagement: Body, Mind and Heart – A Proposal for an Embedded Multi-Dimensional Student Engagement Framework. Journal of Perspectives in Applied Academic Practice, 4(2).
Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2014). Challenging high-ability students. Studies in Higher Education, 39(4), 659-679.
Thomas, L. (2012). Building student engagement and belonging in Higher Education at a time of change, What Works? Student Retention and Success, Paul Hamlyn Foundation.
Trowler, V. (2010). Student Engagement Literature Review. York: Higher Education Academy. Available online:
Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
Whittaker, R. (2008). Quality Enhancement Themes: The First Year Experience – Transition to and during the first year, Quality Assurance Agency Scotland.
Vygotsky, L. (1997). Interaction between learning and development. W.H. Freeman and Company, New York.