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Themes include support for teaching development, best and innovative practices, recognition of teaching, infrastructure, teaching evaluation, and implementing student feedback from evaluations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-culture-perception-documenting-and-transforming-2015-celt-vol-viii/598731/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-culture-perception-documenting-and-transforming-2015-celt-vol-viii/598731.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of this study on teaching culture perception?","Question",{"text":63,"@type":64},"To determine faculty, graduate, and undergraduate students’ perceptions of the teaching culture at their institution and identify indicators of that teaching culture.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the document define institutional culture and why is it important?",{"text":68,"@type":64},"Institutional culture is defined as embedded patterns, behaviours, shared values, beliefs, and ideologies of an educational institution; 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Meadows, University of Western Ontario Paola Borin, Ryerson University  \nPeter Wolf, Queen’s University Donna Ellis, University of Waterloo Hoda Eiliat, University of Windsor  \nJill Grose, Brock University  \nDebra L. Dawson, University of Western Ontario Sandy Hughes, Wilfrid Laurier University  \nAn institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students’perceptions of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support for best practices, innovative practices and specific effective behaviours; recognition of teaching; infrastructure; evaluation of teaching and implementing the student feedback received from teaching evaluations. The study contributes to a larger project examining the quality of institutional teaching culture.  \nIntroduction  \nIn order to build an innovative, sustainable, and  \nhigh quality post-secondary educational system, we need to consider the extent to which institutional cultures value quality teaching. As Cox, McIntosh, Reason, and Terenzini (2011) note, a culture with improved teaching quality is likely to lead to improved student engagement and learning.  \nInstitutional culture can be defined as the embedded patterns, behaviours, shared values, beliefs, and ideologies of an educational institution (Kezar & Eckel, 2002), and it matters because the culture of an educational institution helps to shape the experience for both educators and students. “Quality teaching”is a dynamic, contextual term, which may hold a  \nvariety of meanings for different stakeholders (Harvey, Burrows, & Green, 1992; Harvey & Stensaker 2008; Hau, 1996; Scott, 1998) . Hénard and Roseveare (2012) suggest that at its simplest level, quality teaching is “the use of pedagogical techniques to produce learning outcomes for students” (p.7) . Institutional culture and quality teaching should be considered together, as there is an important relationship between institutional culture and teaching (Stein, 1997) . The main focus of this component of an ongoing research program was to determine faculty, graduate and undergraduate students’ perceptions of the teaching culture at their institution and identify indicators of that teaching culture.  \nInstitutional teaching culture plays a major role in defining ways of perceiving, thinking, and feeling about the nature and scope of education. For example, in an effective institutional teaching culture the importance of teaching is recognized, teaching is constructively assessed, various stakeholders and resources are engaged, and teacher development is supported (Hénard & Roseveare, 2012; Paulsen & Feldman, 1995) . Evidence suggests that culture can positively influence outcomes such as student persistence, learning, and engagement (Berger & Braxton, 1998; Berger & Milem, 1999; Cox et al., 2011; Grayson & Grayson, 2003) .  \nMeasuring the quality of an institution’s  \nteaching culture is challenging and generally takes the form of proxy measures, called indicators. Indicators can reveal the current state and perceived progress toward a specific objective. To assess the progress or change within an educational institution, four groups of performance indicators are customarily evaluated: input, process, output, and outcome indicators (Borden & Bottrill, 1994; Cave, Hanney, Henkel, & Kogan, 1991; Chalmers, 2008;; Richardson, 1994) . Input and output ","cbCaibd6mA0pJO0K","https://ap.wps.com/l/cbCaibd6mA0pJO0K","pdf",359619,14,"English","# Introduction\n## Teaching culture, quality teaching, and stakeholder perceptions\n## Defining quality teaching and its relationship to institutional culture\n## Measuring teaching culture through indicators\n## Relationship between indicators and teaching culture","[{\"question\":\"What is the main purpose of this study on teaching culture perception?\",\"answer\":\"To determine faculty, graduate, and undergraduate students’ perceptions of the teaching culture at their institution and identify indicators of that teaching culture.\"},{\"question\":\"How does the document define institutional culture and why is it important?\",\"answer\":\"Institutional culture is defined as embedded patterns, behaviours, shared values, beliefs, and ideologies of an educational institution; it shapes experiences for both educators and students.\"},{\"question\":\"What indicator framework is used to measure teaching culture quality?\",\"answer\":\"Four groups of performance indicators are evaluated: input, process, output, and outcome indicators, with input/outcome clarifying resources and educational results and processes informing policy and quality enhancement.\"}]","Teaching Culture Perception - Documenting and Transforming 2015 CELT Vol. VIII | PDF",1792087475,35]