Network analysis and teaching excellence as a concept of relations

Hayes, A and Garnett, N ORCID: 0000-0002-3643-763X (2024) Network analysis and teaching excellence as a concept of relations. Teaching in Higher Education, 29 (7). pp. 1775-1792. ISSN 1356-2517

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Abstract

The aim of this paper is to foreground network analysis as a statistical lens through which higher education institutions can articulate their own process of striving for teaching excellence, and how it is constituted in their own contexts. The paper offers an approach to analysis that extends the frontiers of methodologies in ‘measurement’ of teaching excellence; one that responds to the shortcomings of the current methodologies, critiqued for being reductive, performative, alienating, and promoting closure and convergence in how they assess teaching excellence. We review epistemological and methodological shifts in conceptualising teaching excellence and measurement that are required to work with our methodology, as well as provide statistical details, for anyone who wishes to reproduce our profiled examples. We thus build in the paper a link between the theory of (teaching) excellence and practice (of measurement) and champion a theory-based approach to the methodology of educational metrics.

Item Type:	Article
Uncontrolled Keywords:	Teaching excellence; network analysis; decision trees; relational analysis; metrics; 3903 Education Systems; 39 Education; 4 Quality Education; 1301 Education Systems; 1303 Specialist Studies in Education; Education; 3903 Education systems; 3904 Specialist studies in education
Subjects:	L Education > LB Theory and practice of education
Divisions:	Education
Publisher:	Taylor & Francis
Date of acceptance:	4 March 2024
Date of first compliant Open Access:	15 October 2026
Date Deposited:	15 Oct 2026 13:10
Last Modified:	15 Oct 2026 13:10
DOI or ID number:	10.1080/13562517.2024.2341417
URI:	https://researchonline.ljmu.ac.uk/id/eprint/29682

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