What question did this study set out to answer?

The aim is to define higher-education teacher excellence and explore its implications for effective evaluation.

May 17, 2026SustainabilityOpen Access

Conceptualising Higher-Education Teacher Excellence for More Inclusive and Sustainable Evaluation: An Exploratory Sequential Mixed-Methods Study

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Exploratory study examines teacher excellence in higher education, suggesting a multisource evaluation approach for sustainability.

The aim is to define higher-education teacher excellence and explore its implications for effective evaluation.
Exploratory sequential mixed-methods design conducted with focus groups and interviews involving 12 university teachers.
Study 1 identified eight conceptual domains of teacher excellence through qualitative feedback.
Study 2 involved 261 university teachers rating the importance of 95 evaluation items, leading to a six-dimensional model.
Identified eight domains and a six-dimensional role-based structure for teacher excellence.
Findings suggest that student-only ratings are insufficient for evaluating teacher excellence.
Highlights the need for a multisource evaluation approach for comprehensive assessment.

Kristl et al. (2026) studied this question.

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May 17, 2026SustainabilityOpen Access

View Full Paper

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Authors

Exploratory study examines teacher excellence in higher education, suggesting a multisource evaluation approach for sustainability.

The aim is to define higher-education teacher excellence and explore its implications for effective evaluation.
Exploratory sequential mixed-methods design conducted with focus groups and interviews involving 12 university teachers.
Study 1 identified eight conceptual domains of teacher excellence through qualitative feedback.
Study 2 involved 261 university teachers rating the importance of 95 evaluation items, leading to a six-dimensional model.
Identified eight domains and a six-dimensional role-based structure for teacher excellence.
Findings suggest that student-only ratings are insufficient for evaluating teacher excellence.
Highlights the need for a multisource evaluation approach for comprehensive assessment.

Kristl et al. (2026) studied this question.

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