Impacts of academics’ morality on teaching quality: Evidence from teaching accountability at universities in China (2024)

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Authors

  • Jia SongResearch Institute for International and Comparative Education, Shanghai Normal University, Shanghai 200234, China
  • Yaru ZhangSchool of Education, Shanghai Normal University, Shanghai 200234, China

Keywords:

Teaching morality; Teaching quality; Teaching accountability; Quality assurance; Higher education

Abstract

A teaching quality accountability mechanism was introduced to universities since2003 to improve the teaching quality in China. During the teaching quality policy implementation, academics’ teaching capacity and professional development have become indicators for universities’ teaching quality. However, the moral commitment to teaching has been ignored in policy discourse and university contexts. In the study, a qualitative approach was employed at three different universities to explore the mechanism of moral behaviouron teaching quality. Forty-five academics with different subject backgrounds, ranks, and positions were interviewed. From the academics’ perspectives, teaching quality enhancement depends on personal morality dedication more than the external accountability and internal evaluation systems found at universities. Meanwhile, the perceived moral commitment to teaching is changing with different career stages, positions, and university environments. Moreover, the morality of teaching has been watered down by multiple cognitive responsibilities, and it is fighting with political norms.

Cited as: Song, J., Zhang, Y. (2024). Impacts of academics’ morality on teaching quality: Evidence from teaching accountability at universities in China. Education and Lifelong Development Research, 1(3): 103-114. https://doi.org/10.46690/elder.2024.03.01

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Impacts of academics’ morality on teaching quality: Evidence from teaching accountability at universities in China (2024)
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