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It explains why inspiring learning and teaching matters within marketized university contexts and outlines a qualitative, multi-stakeholder study involving leaders, academic staff, and students. Findings emphasize that inspiration is not a single tangible element but emerges from an interplay of authentic commitment and stakeholder collaboration, supported by a proposed framework and institutional conditions for implementation.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/notes-on-contributors-contributor-bios-for-research-paper/174892/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/notes-on-contributors-contributor-bios-for-research-paper/174892.png","ImageObject",442,249,{"name":88,"@type":89},"Mason","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-22","2026-09-02",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",6,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What does the contributor section provide?","Question",{"text":109,"@type":110},"It gives short professional backgrounds for Mark Dransfield, Margaret Wood, and Feng Su, including roles, affiliations, and key scholarly interests.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How does the study define inspiring learning and teaching?",{"text":114,"@type":110},"It treats inspiring learning and teaching as an outcome of a complex interplay between relevant stakeholders rather than a single tangible “something.”",{"name":116,"@type":107,"acceptedAnswer":117},"What conditions are suggested for universities to foster inspiring learning and teaching?",{"text":118,"@type":110},"The text highlights recognizing and rewarding inspiring teaching, providing staff professional development, and creating time and space for authentic, trusting student relationships.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},174892,1790163406,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":8},5909887256941,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Following the yellow brick road? Developing inspiring learning and teaching in the pursuit of teaching excellence in higher education\nMark Dransfield a, Margaret Wood b and Feng Su c\na Teaching Enhancement, York St John University, York, UK; b School of Education, Languages and Psychology, York St John University, York, UK; c School of Education, Liverpool Hope University, Liverpool, UK.\nNotes on contributors\nMark Dransfield is a Senior Lecturer in Academic Practice at York St John University, UK. He is an institutional AdvanceHE accredited Fellowship scheme lead, a HEA Senior Fellow and an independent international HE consultant. Mark is the corresponding author and can be reached at \u0013 HYPERLINK \"mailto:m.dransfield@yorksj.ac.uk\" \\h \u0014m.dransfield@yorksj.ac.uk\u0015.\nMargaret Wood is a Senior Lecturer in Education at York St John University, UK. Her recent research and publications have explored: the centralizing tendencies of much current education policy and its relation to community and democracy at the local level; and the development of academic practice in higher education.  Her most recent books include 'Pursuing Teaching Excellence in Higher Education: Towards an Inclusive Perspective' (authored with Su, 2021); and 'Cosmopolitan Perspectives on Academic Leadership in Higher Education' (edited with Su, 2017).\nFeng Su is a Principal Lecturer and Head of Education Studies at Liverpool Hope University, UK. His main research interests and writings are located within the following areas: education policy, the development of the learner in higher education settings, academic practice and professional learning. His most recent books include 'Pursuing Teaching Excellence in Higher Education: Towards an Inclusive Perspective' (authored with Wood, 2021); and 'Cosmopolitan Perspectives on Academic Leadership in Higher Education' (edited with Wood, 2017). He Tweets @DrFengSu. \u000f\nFollowing the yellow brick road? Developing inspiring learning and teaching in the pursuit of teaching excellence in higher education\nInspiring learning and teaching are a matter of growing importance in today’s marketized higher education sector. To date, much research in this area has a focus on reviewing literature or adopting a single-stakeholder perspective – typically that of staff or students. This paper reports on the findings of a qualitative study adopting a multi-stakeholder perspective on inspiring learning and teaching. The study sought to address the following questions - what is inspiring learning and teaching, and what are the conditions under which universities might achieve it? Thirty-two participants from three English universities took part in the study including heads of learning and teaching [n=4], academic staff [n=13], and students [n=15]. Adopting a phenomenological position using interviews and focus groups, the study found that rather than being a tangible ‘something’, inspiring learning and teaching is the outcome of a complex interplay between all relevant stakeholders, requiring an authentic commitment to learning. Drawing on the findings, the authors propose a model that captures the multi-faceted and multilateral nature of inspiring learning and teaching, demonstrating the inter-relatedness of the following factors: authentic relationships, partnership and collaboration, student reciprocity, and pedagogical leadership. The authors conclude by exploring the necessary institutional conditions required to apply the framework in practice in order to foster inspiring learning and teaching, such as recognising and rewarding inspiring teaching; providing professional development opportunities for staff who are keen to develop inspiring teaching; and having time and space to nurture authentic and trusting relationships with students in learning and teaching.\nKeywords: inspiring learning and teaching; teaching excellence; higher education; multi-stakeholder perspective\nThe word inspiring, or derivatives thereof, often appears in university ","cbCaim0xoqQnFhh6","https://ap.wps.com/l/cbCaim0xoqQnFhh6","docx",217009,31,"English","# Notes on contributors\n## Mark Dransfield\n## Margaret Wood\n## Feng Su\n# Inspiring learning and teaching in higher education\n## Study focus and research questions\n## Method and participants\n## Findings and proposed model\n## Institutional conditions and implications\n## Contested meanings and roles of inspiration","[{\"question\":\"What does the contributor section provide?\",\"answer\":\"It gives short professional backgrounds for Mark Dransfield, Margaret Wood, and Feng Su, including roles, affiliations, and key scholarly interests.\"},{\"question\":\"How does the study define inspiring learning and teaching?\",\"answer\":\"It treats inspiring learning and teaching as an outcome of a complex interplay between relevant stakeholders rather than a single tangible “something.”\"},{\"question\":\"What conditions are suggested for universities to foster inspiring learning and teaching?\",\"answer\":\"The text highlights recognizing and rewarding inspiring teaching, providing staff professional development, and creating time and space for authentic, trusting student relationships.\"}]","Notes on contributors - contributor bios for research paper | DOCX",1788317204]