This project set out to investigate how doctoral students (PhD and Professional Doctorates) acros... more This project set out to investigate how doctoral students (PhD and Professional Doctorates) across the disciplines of Humanities, Social Sciences, Health, Education and Arts can be best supported to make ‘learning leaps’ - to recognise and cross conceptual and skills thresholds in their research. The project responds to current national and international concerns about the nature of the doctorate and its purpose and value for different stakeholders. The research aimed to (a) explore and conceptualise the nature of doctoral students’ learning during research and skill development; and (b) examine and enhance the practices of supervisors and examiners in order to support and assess students’ learning. Quantitative and qualitative approaches were combined in three research stages: Stage A comprised a survey of doctoral students, investigating their learning processes, experiences and development; Stage B mapped the individual learning journeys of over 20 doctoral students through in-depth interviews and journaling; and Stage C involved research interviews with doctoral supervisors and examiners.
Student satisfaction and the quality of education are of compelling
interest to students, academi... more Student satisfaction and the quality of education are of compelling interest to students, academic staff, policy-makers and higher education researchers internationally. There is a widespread belief in their ‘cause and effect’ relationship. This paper tests these beliefs and explores how the level of student satisfaction is linked with the perceived quality of PhD education. Using expectancy value theory as a framework and interview data from PhD students and their supervisors, this paper suggests that satisfaction is not necessarily perceived as an indicator of quality education. Levels of student satisfaction can be influenced by students’ expectations prior to their study and their preconceived beliefs regarding the value of a PhD education. Concern is raised that an overemphasis on student satisfaction may pose a threat to the quality of PhD programmes, making it increasingly difficult for universities to retain their integrity and reducing the intellectual challenges that PhD students need to experience.
This article provides a critique of current debates about what quality enhancement is for and wha... more This article provides a critique of current debates about what quality enhancement is for and what it does. It outlines a conceptual framework drawing on different understandings of quality assurance and quality enhancement in higher education, which helps to refine the role of quality enhancement in improving student learning. The paper analyses existing debates on emerging trends in quality assurance and enhancement, particularly within European HE systems, with reference to the relationships between research, education, social and economic cohesion, the changing nature of student representation, and learning analytics. A new balance between assurance and enhancement could reconcile ways of thinking generated by higher education, knowledge structures emerging in research communities within the universities, and methods of enhancing learning and teaching which enable a degree of student-led demand.
The notion of ‘quality as transformation’ has been widely used in the higher education sector. Ho... more The notion of ‘quality as transformation’ has been widely used in the higher education sector. However, both quality and transformation are elusive terms. There is little research exploring how quality could be equated to transformation in the learning process. This paper will pro- vide an insight into the relationship between quality and transformation at doctoral level. Using data from interviews with 32 PhD supervisors and students in two English universities and the outcomes of a collage- making workshop, this paper will reveal how student transformation was perceived as relating to quality learning. Transformation was described as involving five forms of development: intellectual, critical, personal, emotional and physical. Quality was perceived as goodness and intervie- wees used the term ‘value’ to express their expectation of something valuable and meaningful. Keywords: quality; student transformation; PhD education
This paper provides an insight into the debate about academic work as a profession. It refers to ... more This paper provides an insight into the debate about academic work as a profession. It refers to the sociology of professions and explores how academics in a pre‐1992 university in England understood their work as a profession and how they interpreted their professionalism in the context of an audit culture for teaching. It reveals that academics’ professionalism has affected their attitudes towards audit‐related quality mechanisms and resulted in a perceived tension between professional values and the audit. This tension was caused by the perceived bureaucracy of the audit, its time cost and the perception that the audit is a symbol of distrust in the professionalism of academics.
Pressures to enhance the quality of university teaching have led to increased emphasis on recogni... more Pressures to enhance the quality of university teaching have led to increased emphasis on recognising and rewarding good teaching practice in England. Institutional awards for teaching excellence have grown in response to this agenda. This paper is based on a project that investigates the teaching experience of Teaching Excellence Award winners at a post‐1992 university in England. It draws predominantly on interviews with these Award winners and their students, exploring their varied conceptions of ‘quality’ and ‘quality enhancement’. The research reveals that most of the Award winners associated the concept of quality with transformative learning. However, students, while recognising the concept, defined quality in more instrumental terms. They tended to relate quality to academic teaching practice and its impact on their learning outcomes, rather than their own learning experience.
Many countries now employ national evaluation systems to demonstrate publicly that universities p... more Many countries now employ national evaluation systems to demonstrate publicly that universities provide a quality education. However, the current processes of quality evaluation are often detached from the practices of teaching and learning. In particular, those who teach and those who learn still have to be won over to such audit processes. This book argues that it is time for the higher education sector to concern itself with the human dimension so as to develop both academic professionalism and students' commitment to their learning. Based on five completed research projects, which explore academics' and students' experiences and their views of quality evaluation, the book argues that developing the intrinsic values of teaching and learning held by academics and students is key to achieving high quality education. In this book, the author critically reviews the four most frequently used terms related to current quality evaluation: 'fitness for purpose', 'value for money', 'student satisfaction' and 'students-as-customers', and argues for a motivationally intelligent quality approach, emphasising the moral dimension and the intrinsic values of academics and students. The author also outlines an improved quality evaluation system that encourages and increases academics' and students' commitment to teaching and learning.
This project set out to investigate how doctoral students (PhD and Professional Doctorates) acros... more This project set out to investigate how doctoral students (PhD and Professional Doctorates) across the disciplines of Humanities, Social Sciences, Health, Education and Arts can be best supported to make ‘learning leaps’ - to recognise and cross conceptual and skills thresholds in their research. The project responds to current national and international concerns about the nature of the doctorate and its purpose and value for different stakeholders. The research aimed to (a) explore and conceptualise the nature of doctoral students’ learning during research and skill development; and (b) examine and enhance the practices of supervisors and examiners in order to support and assess students’ learning. Quantitative and qualitative approaches were combined in three research stages: Stage A comprised a survey of doctoral students, investigating their learning processes, experiences and development; Stage B mapped the individual learning journeys of over 20 doctoral students through in-depth interviews and journaling; and Stage C involved research interviews with doctoral supervisors and examiners.
Student satisfaction and the quality of education are of compelling
interest to students, academi... more Student satisfaction and the quality of education are of compelling interest to students, academic staff, policy-makers and higher education researchers internationally. There is a widespread belief in their ‘cause and effect’ relationship. This paper tests these beliefs and explores how the level of student satisfaction is linked with the perceived quality of PhD education. Using expectancy value theory as a framework and interview data from PhD students and their supervisors, this paper suggests that satisfaction is not necessarily perceived as an indicator of quality education. Levels of student satisfaction can be influenced by students’ expectations prior to their study and their preconceived beliefs regarding the value of a PhD education. Concern is raised that an overemphasis on student satisfaction may pose a threat to the quality of PhD programmes, making it increasingly difficult for universities to retain their integrity and reducing the intellectual challenges that PhD students need to experience.
This article provides a critique of current debates about what quality enhancement is for and wha... more This article provides a critique of current debates about what quality enhancement is for and what it does. It outlines a conceptual framework drawing on different understandings of quality assurance and quality enhancement in higher education, which helps to refine the role of quality enhancement in improving student learning. The paper analyses existing debates on emerging trends in quality assurance and enhancement, particularly within European HE systems, with reference to the relationships between research, education, social and economic cohesion, the changing nature of student representation, and learning analytics. A new balance between assurance and enhancement could reconcile ways of thinking generated by higher education, knowledge structures emerging in research communities within the universities, and methods of enhancing learning and teaching which enable a degree of student-led demand.
The notion of ‘quality as transformation’ has been widely used in the higher education sector. Ho... more The notion of ‘quality as transformation’ has been widely used in the higher education sector. However, both quality and transformation are elusive terms. There is little research exploring how quality could be equated to transformation in the learning process. This paper will pro- vide an insight into the relationship between quality and transformation at doctoral level. Using data from interviews with 32 PhD supervisors and students in two English universities and the outcomes of a collage- making workshop, this paper will reveal how student transformation was perceived as relating to quality learning. Transformation was described as involving five forms of development: intellectual, critical, personal, emotional and physical. Quality was perceived as goodness and intervie- wees used the term ‘value’ to express their expectation of something valuable and meaningful. Keywords: quality; student transformation; PhD education
This paper provides an insight into the debate about academic work as a profession. It refers to ... more This paper provides an insight into the debate about academic work as a profession. It refers to the sociology of professions and explores how academics in a pre‐1992 university in England understood their work as a profession and how they interpreted their professionalism in the context of an audit culture for teaching. It reveals that academics’ professionalism has affected their attitudes towards audit‐related quality mechanisms and resulted in a perceived tension between professional values and the audit. This tension was caused by the perceived bureaucracy of the audit, its time cost and the perception that the audit is a symbol of distrust in the professionalism of academics.
Pressures to enhance the quality of university teaching have led to increased emphasis on recogni... more Pressures to enhance the quality of university teaching have led to increased emphasis on recognising and rewarding good teaching practice in England. Institutional awards for teaching excellence have grown in response to this agenda. This paper is based on a project that investigates the teaching experience of Teaching Excellence Award winners at a post‐1992 university in England. It draws predominantly on interviews with these Award winners and their students, exploring their varied conceptions of ‘quality’ and ‘quality enhancement’. The research reveals that most of the Award winners associated the concept of quality with transformative learning. However, students, while recognising the concept, defined quality in more instrumental terms. They tended to relate quality to academic teaching practice and its impact on their learning outcomes, rather than their own learning experience.
Many countries now employ national evaluation systems to demonstrate publicly that universities p... more Many countries now employ national evaluation systems to demonstrate publicly that universities provide a quality education. However, the current processes of quality evaluation are often detached from the practices of teaching and learning. In particular, those who teach and those who learn still have to be won over to such audit processes. This book argues that it is time for the higher education sector to concern itself with the human dimension so as to develop both academic professionalism and students' commitment to their learning. Based on five completed research projects, which explore academics' and students' experiences and their views of quality evaluation, the book argues that developing the intrinsic values of teaching and learning held by academics and students is key to achieving high quality education. In this book, the author critically reviews the four most frequently used terms related to current quality evaluation: 'fitness for purpose', 'value for money', 'student satisfaction' and 'students-as-customers', and argues for a motivationally intelligent quality approach, emphasising the moral dimension and the intrinsic values of academics and students. The author also outlines an improved quality evaluation system that encourages and increases academics' and students' commitment to teaching and learning.
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Papers by Ming Cheng
The project responds to current national and international concerns about the nature of the doctorate and its purpose and value for different stakeholders. The research aimed to (a) explore and conceptualise the nature of doctoral students’ learning during research and skill development; and (b) examine and enhance the practices of supervisors and examiners in order to support and assess students’ learning. Quantitative and qualitative approaches were combined in three research stages: Stage A comprised a survey of doctoral students, investigating their learning processes, experiences and development; Stage B mapped the individual learning journeys of over 20 doctoral students through in-depth interviews and journaling; and Stage C involved research
interviews with doctoral supervisors and examiners.
interest to students, academic staff, policy-makers and higher
education researchers internationally. There is a widespread belief
in their ‘cause and effect’ relationship. This paper tests these
beliefs and explores how the level of student satisfaction is linked
with the perceived quality of PhD education. Using expectancy
value theory as a framework and interview data from PhD
students and their supervisors, this paper suggests that
satisfaction is not necessarily perceived as an indicator of quality
education. Levels of student satisfaction can be influenced by
students’ expectations prior to their study and their preconceived
beliefs regarding the value of a PhD education. Concern is raised
that an overemphasis on student satisfaction may pose a threat to
the quality of PhD programmes, making it increasingly difficult for
universities to retain their integrity and reducing the intellectual
challenges that PhD students need to experience.
Keywords: quality; student transformation; PhD education
Books by Ming Cheng
The project responds to current national and international concerns about the nature of the doctorate and its purpose and value for different stakeholders. The research aimed to (a) explore and conceptualise the nature of doctoral students’ learning during research and skill development; and (b) examine and enhance the practices of supervisors and examiners in order to support and assess students’ learning. Quantitative and qualitative approaches were combined in three research stages: Stage A comprised a survey of doctoral students, investigating their learning processes, experiences and development; Stage B mapped the individual learning journeys of over 20 doctoral students through in-depth interviews and journaling; and Stage C involved research
interviews with doctoral supervisors and examiners.
interest to students, academic staff, policy-makers and higher
education researchers internationally. There is a widespread belief
in their ‘cause and effect’ relationship. This paper tests these
beliefs and explores how the level of student satisfaction is linked
with the perceived quality of PhD education. Using expectancy
value theory as a framework and interview data from PhD
students and their supervisors, this paper suggests that
satisfaction is not necessarily perceived as an indicator of quality
education. Levels of student satisfaction can be influenced by
students’ expectations prior to their study and their preconceived
beliefs regarding the value of a PhD education. Concern is raised
that an overemphasis on student satisfaction may pose a threat to
the quality of PhD programmes, making it increasingly difficult for
universities to retain their integrity and reducing the intellectual
challenges that PhD students need to experience.
Keywords: quality; student transformation; PhD education