Reconceptualizing teaching in higher education
Interpreting the belief orientations shaping academic practice
Datos Bibliográficos
| ID | 21516773 |
|---|---|
| Autores | Heather Kanuka (0000-0002-8266-5633, University of Alberta, autor de correspondencia) |
| Año | 2026 |
| Páginas | 1-18 |
| Fecha de publicación | 2026-06-11 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2026.2686980 |
| OpenAlex | W7164372883 |
| Idioma | EN |
| Referencias citadas | 39 |
Understanding how academics conceptualise teaching is central to advancing pedagogical theory and practice in higher education. Prior research has predominantly examined teaching conceptions through Western-derived frameworks, often associating student-focused approaches with deep learning and teacher-focused approaches with surface outcomes. This literature frequently overlooks the broader philosophical orientations that underpin such approaches and the diverse epistemic traditions from which they arise. This study addresses these overlooked dimensions by reconceptualising teaching through an interpretive analysis of academics’ belief orientations across global higher education contexts. Using a quasi-structured interview design informed by repertory grid techniques and analysed through interpretive phenomenological analysis (IPA), this study explored how faculty articulate the aims, values, and assumptions that inform their teaching practices. Anchored in Elias and Merriam’s philosophical traditions of education, the analysis was interpreted as identifying four contemporary teaching orientations: Classical Scholarship, Experiential Scholarship, Transformative Scholarship, and Developmental Scholarship. These orientations represent analytically derived patterns in how participants framed the relationship between educational means and ends. Participants’ accounts suggest that teaching orientations were shaped less by jurisdictional traditions than by globally circulating academic cultures, mobility, and institutional norms. The study offers an empirically grounded heuristic for interpreting teaching orientations that moves beyond outcome-driven models and avoids the is-ought fallacy that has shaped much of the teaching and learning literature. By foregrounding why academics teach as they do, this study advances a philosophically informed and globally oriented understanding of teaching practices in higher education
Experiential knowledge · Experiential learning · Fallacy · Foregrounding · Heuristic · Higher education · Reinterpretation · Repertory grid · Teaching method · Transformative learning · Educational Philosophies and Pedagogies · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences
Interpretative phenomenological analysis.
Conceptions of Teaching
Revisiting academics' beliefs about teaching and learning
Development and Use of the Approaches to Teaching Inventory
What the Student Does
A reconceptualisation of the research into university academics' conceptions of teaching
Internationalisation of higher education beyond the West
Telling Half the Story
The Internationalization of Higher Education
Research on international and global higher education
“Decolonizing” Curriculum and Pedagogy
Problems of the public good in higher education
Learning considered within a cultural context
(Towards) decoloniality and diversality in global citizenship education
Global trends in higher education financing
Post-criticality and the pursuit of an empirical philosophy of education
Are there cultural differences in learning style
Global field and global imagining
Beyond the “National Container”
Orientations to Teaching and Their Effect on the Quality of Student Learning
What drives global science? The four competing narratives
How approaches to teaching are affected by discipline and teaching context
From 'no' to 'yes
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |