View source for Section 6.5.1 Motivation

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In the current educational context there have been questions about the internal and external motivations for implementing changes based on SET data. 


Kember  et  al. (2002) suggest that in many institutions greater focus and status is attached to research than teaching. Despite provision in promotion procedures implicating the importance of quality teaching, academics strategically feel that their, often limited, time is best served by investing in research at the expense of teaching. 


Analysing feedback, reflecting on the results, redesigning a module, and adapting personal pedagogy, therefore, is a significant undertaking to embark on for little gain other than a persona, intrinsic commitment to excellence. 


Edström (2008) develops this, stating that for evaluation to become a tool for development there must be an idea of what development is possible, an understanding of the underlying views of teaching as a theory.  Given Åkerlind’s (2007) five-level approach to developing as a teacher (see below) it is possibility that many lecturers are not cognitively ready to engage in active development, since it is not until level 4 that teachers see student satisfaction as important input for development.  

[[File:6.5.1 motivation to change.jpg]]


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'''At which stage would you place yourself in Åkerlind’s framework?'''
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'''How do you feel this has impact on how you have gathered and used SET feedback?'''
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<span class="back-step-link">[[Section_6.5_Barriers_to_making_changes|Back to 6.5]]</span>
<span class="next-step-link">[[Section_6.5.2_Direction|Continue to Section 6.5.2]]</span>
<span class="back-step-link">[[Section_6:_Impact_On_Teaching|Back To Section 6]]</span>
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[[Category: Evaluation]]