The influence of teaching motivation and New Public Management on academic teaching
Bibliographic Data
| ID | 4097527 |
|---|---|
| Authors | Uwe Wilkesmann (0000-0003-1438-0430, TU Dortmund University, corresponding author), Sabine Lauer (0000-0002-8012-9546, TU Dortmund University) |
| Year | 2020 |
| Volume | 45 |
| Issue | 2 |
| Pages | 434-451 |
| Publication date | 2020-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2018.1539960 |
| OpenAlex | W2899288405 |
| Language | EN |
| Citations received | 7 |
| References cited | 38 |
Based on two surveys of German university professors that were conducted in 2009 and 2016–2017, this article asks if the influence of teaching motivation on the importance attached to methods of instructional design has changed with the implementation of New Public Management. Using Self-determination Theory and the concept of transformational and transactional governance, three hypotheses were tested via regression analyses. Whereas intrinsic motivation is the strongest predictor for the importance attached to methods of instructional design in both surveys, the impact of identified teaching motivation has only become statistically relevant since 2016–2017. Albeit weak in impact, the transactional and transformational modes of governance also gained influence in 2016–2017. However, a comparison of means reveals that feelings of guilt when neglecting one's teaching duties have considerably increased from 2009 to 2016–2017, while more autonomous forms (intrinsic, identified) of teaching motivation have remained unchanged
Autonomy · Feeling · German · Higher education · Intrinsic motivation · Mathematics education · Pedagogy · Political science · Self-determination theory · Transactional leadership · Transformational leadership · Evaluation of Teaching Practices · Higher Education Governance and Development · Psychology · Social Psychology
Perspektiven auf Professionalisierung in Beruflicher Bildung, Erwachsenenbildung und Hochschulbildung
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education
Explaining research performance
Governance of academic teaching
Determinants of Peer Review Acceptance
Theoretical and empirical approach to how a professorship is organized in the German higher education system and how the organizational process works
Aligning academic motivation with SoTL
Transformational Leadership
On the Way towards New Public Management? The Governance of University Systems in England, the Netherlands, Austria, and Germany
Leadership
The Work Tasks Motivation Scale for Teachers (WTMST)
Relations between teachers' approaches to teaching and students' approaches to learning
Relationships between subject matter characteristics and the structure and output of university departments.
The characteristics of subject matter in different academic areas.
Cutoff criteria for fit indexes in covariance structure analysis
Theory of the firm
Self‐Regulation and the Problem of Human Autonomy
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Higher Education in Germany—Recent Developments in an International Perspective
Intrinsic and Extrinsic Motivations
Controversy and Consensus on the Scholarship of Teaching
Department-level Cultures and the Improvement of Learning and Teaching
| Citations per year | 1.17 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |