Quality performance assessment as a source of motivation for lecturers A teaching network experience

Quality performance assessment as a source of motivation for lecturers A teaching network experience Purpose – The purpose of this paper is to present findings derived from research work carried out by a team of six university lecturers who are members of a teaching quality improvement network. The aim is to increase the motivation of the lecturers involved, so that better performance can be achieved, and the teaching‐learning process enriched. Design/methodology/approach – Three complementary performance measures are used: students' active participation; lecturers' personal reflections; and lecturer peer‐to‐peer assessment. Findings – These tools have provided the teaching staff with information about their strengths and weaknesses, as a consequence of which they have learned to deploy their skills inside the classroom and prepare their subjects more effectively. In this way, it is shown that the public teaching system can assess the potential of its human resources, and increase their motivation. Originality/value – From an institutional point of view, performance quality assessment practices can also help to design training and development programmes that adapt the individual needs identified to the educational goals of today's universities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Educational Management Emerald Publishing

Quality performance assessment as a source of motivation for lecturers A teaching network experience

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Publisher
Emerald Publishing
Copyright
Copyright © 2006 Emerald Group Publishing Limited. All rights reserved.
ISSN
0951-354X
DOI
10.1108/09513540610639602
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to present findings derived from research work carried out by a team of six university lecturers who are members of a teaching quality improvement network. The aim is to increase the motivation of the lecturers involved, so that better performance can be achieved, and the teaching‐learning process enriched. Design/methodology/approach – Three complementary performance measures are used: students' active participation; lecturers' personal reflections; and lecturer peer‐to‐peer assessment. Findings – These tools have provided the teaching staff with information about their strengths and weaknesses, as a consequence of which they have learned to deploy their skills inside the classroom and prepare their subjects more effectively. In this way, it is shown that the public teaching system can assess the potential of its human resources, and increase their motivation. Originality/value – From an institutional point of view, performance quality assessment practices can also help to design training and development programmes that adapt the individual needs identified to the educational goals of today's universities.

Journal

International Journal of Educational ManagementEmerald Publishing

Published: Jan 1, 2006

Keywords: Quality; Performance appraisal; Teaching; Social networks; Motivation (psychology); Universities

References

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