Abstract :
Higher education systems are expanding at a
rapid rate. As higher education systems grow and diversify,
society is increasingly concerned about the quality of
programmes. One of the main challenges of the education
system is the lack of means to measure the quality of
teaching. This paper attempted to understand the prevailing
quality of teaching in higher education in India from the
psychological perspective and to suggest ways of
enhancement. The present study had a mixed method
design. It was primarily qualitative in nature, supplemented
by descriptive data for support. In order to validate the
qualitative data, the technique of methodological
triangulation was done. The three sources for the
triangulation process were focussed group discussions
(FGD?s), questionnaires and in-depth interviews. The total
sample size in the study was 32 individuals- both male and
female, 16 young adults and 16 middle aged adults. The
purposive sampling technique was used with a set of
inclusion and exclusion criteria. Findings indicated that the
primary psychological processes involved in improving the
quality of teaching in higher education were role modelling,
attention, retention, mutual respect, motivational strategies,
structural arrangements and adaptation to the environment.
These findings have implications to teachers, youth,
educational institutions and policy makers.
Keyword :
quality teaching, modeling, higher education, psychology of education/learner