Quality of Teaching in Higher Education: A Systematic Literature Review

Abstract

Given the increasing requirements to the quality of education and the dynamic changes in the conditions of functioning and increased competition in the market of educational services, higher education institutions are not only required to have a highly qualified lecturers with high quality of teaching and application of innovative teaching methods, sophisticated equipment and infrastructure, but must also offer competitive individual programs to attract more students.  High-quality teaching is essential to the higher education institutions, and has become heightened within this increasing competition across the globe. This paper examined aspects and approaches of quality of teaching and enhancement in higher education context by reviewing relevant literature. A systematic literature review method was employed with a meta-ethnography approach to locate, appraise and synthesize findings from thirty-one reviewed articles. The review found eight key themes associated with quality of teaching in higher education, involving(1)teachers’ pedagogical knowledge and skills; (2) meeting students’ needs and expectations; (3) feedback, assessment and observations; (4) peer review of teaching; (5) student evaluation of teaching; (6) teachers with enthusiastic and approach manner; (7) teaching exchange workshop and using quality teaching model; and (8) institutional support and facilitating teachers’ collaboration. This systematic review has important implications for higher institutions in decision-making in regarding developing and implementing quality of teaching, evaluation and enhancement initiatives. It could also provide a basis for more rational and evidence-based approaches that could lead to quality enhancement across higher education sector.