Charles University
University of Warsaw
University of Copenhagen
Sorbonne University
It is said that teaching was the main function of universities until the late 19th century; however, research and teaching have often found themselves in a dichotomous situation, where research often (if not always) had the upper hand because the careers of lecturers depend on the results of research. Nowadays with an increasing number of higher education institutions reassessing this model and emphasizing the relevance of quality teaching, a need for defining such concepts as “teaching excellence” and “quality teaching” seems to be of crucial importance. That is why, within the framework of the proposed project, we carried out comparative qualitative research that aimed at mapping the understanding of the above-mentioned concepts within selected 4EU+ universities: Charles University, University of Warsaw, University of Copenhagen and Sorbonne University. The project also aimed at collecting data on teaching skills programmes and trainings that are offered to their academic staff. Relevant data have been obtained through document analysis and interviews with key persons from the selected consortium universities. It is also believed that the analysis of the collected data will help us to deepen our understanding of the above-mentioned concepts and prepare the basis for new pedagogical skills enhancement programmes to be designed at Charles University.
presentation of the research conducted, explaining methodologies, analyses conducted, their outcomes and possible next steps
Focus on the institutional level of teaching quality within universities, with an emphasis on showcasing best practices by each collaborating partner and engaging in interactive activities with the participants.
During the round table, the partners will share their experience in enhancing teaching quality from an institutional standpoint. This will encompass insights into effectively utilizing student surveys, navigating the potential pitfalls they might present, harnessing the benefits of teaching portfolios, outlining the significance of defining teaching competences, and exploring the role that national-level initiatives can play in bolstering this transformative process.
Focus on the micro-level of teaching quality e.g., study programs, courses, with an emphasis on showcasing best practices by each collaborating partner and engaging in interactive activities with the participants.
During the round table, the partners will share their experiences in enhancing teaching quality at the micro-level. This will encompass insights into peer supervision during thesis writing, implementing problem-solving and other active learning strategies, and cultivating essential soft skills. Additionally, elevating teaching quality by consistently gathering and analysing year-over-year evaluations, feedback, grades, and other pertinent data will also be discussed.
Bartłomiej Wróblewski (Charles University)
Manuela Milani (Charles University)
Michal Urban (Charles University)
Hanne Nexø Jensen (University of Copenhagen)
Bartłomiej Michałowicz (University of Warsaw)
Vassiliki Michou (Sorbonne University)
Sabine Bottin-Rousseau (Sorbonne University)
