Academic staff perceptions of teaching and learning in a university

Year: 1994

Author: Baker, Robert G.

Type of paper: Abstract refereed

This paper reports the findings which have emerged from a survey of 368 academics who represent 42% of the full-time staff at a major university. The questionnaire was very comprehensive, containing almost 200 items. Some of the main issues addressed were the relationship between teaching and research, publications, staff selection/induction/promotion and student learning, and the value placed on teaching and learning by various groups or levels within the university.

Results revealed large differences in the perceived value placed on teaching and research by university administration, school/department, and individual academic staff. Of interest was the significant difference between the perceptions of academic staff who had a teaching qualification and those who did not. Indeed, significant differences in perception were apparent across professional and teaching qualifications, gender, teaching service, academic position and status, and faculty affiliation.

These findings have wide implication for academic staff development programs and the actions of universities responding to recent moves towards quality assurance and the advancement of quality teaching and learning in universities.