Historically, pedagogical research has occasionally been viewed as less prestigious or less impactful than discipline-specific scholarship. Yet such assumptions sit increasingly at odds with the realities of contemporary higher education. Universities today operate in an environment characterised by changing student expectations, diverse learning needs, emerging technologies, and rapidly evolving labour markets. Understanding how students learn, engage, and succeed is therefore not a secondary concern; it is central to the mission of higher education itself. 

Excellence in teaching cannot depend solely on subject expertise or personal experience. Just as academics draw upon disciplinary research to inform their teaching, approaches to teaching and learning can also be informed by research, reflection, evaluation, and scholarly debate. Developing evidence-based approaches to teaching is essential if universities are to continue providing meaningful learning experiences for students. 

Supporting Pedagogical Development through Faculty Teaching and Learning Seminars

At EUB, this understanding has been embedded through the work of the Teaching and Learning Centre. Through a series of teaching and learning seminars, faculty have been introduced to key concepts and debates within pedagogical research. These sessions have provided opportunities not only to explore evidence-informed teaching approaches, but also to discuss, challenge, and reflect upon their application within different disciplinary contexts.

As a relatively new university, bringing colleagues together across colleges has proven particularly valuable during our formative years. The seminars have enabled academics from different disciplines to exchange perspectives, share experiences, and engage in discussions about teaching practice that might otherwise remain confined within individual subject areas. In doing so, they have helped to foster a collaborative culture of continuous improvement and professional learning. 

The themes explored have reflected some of the most significant conversations currently shaping higher education. Sessions have considered topics including effective feedback practices, the use of digital technologies and artificial intelligence in teaching and learning, scaffolding student learning, peer learning, and active learning approaches such as flipped learning. These discussions have encouraged colleagues to consider not only how they teach, but also how students experience, engage with, and apply their learning. 

Advancing Teaching Excellence by Engaging with the Professional Standards Framework

Our commitment to pedagogical development is also reflected in the strong relationship EUB has built with Advance HE, a UK-based organisation that works internationally to support higher education. Advance HE is widely recognised for supporting professional standards, leadership development, and effective teaching practice across the sector. 

Through this partnership, EUB actively encourages faculty engagement with professional development opportunities and supports colleagues in obtaining Advance HE Fellowship recognition. Nearly three quarters of EUB’s academic staff have successfully achieved one of the four Advance HE Fellowship awards, reflecting a strong culture of teaching professionalism and pedagogical development across the University.

Central to Advance HE’s work is the Professional Standards Framework (PSF), which provides a shared benchmark for effective teaching and student support in higher education. The framework encourages educators to demonstrate engagement across areas of activity such as teaching and assessment, the use of appropriate methods and technologies, professional values, and an understanding of how students learn. Rather than prescribing a single model of teaching, the framework promotes reflective practice, engaging with pedagogical research, and ongoing professional development. 

This year, EUB had the opportunity to host a seminar delivered jointly with Advance HE. Open not only to existing and newly appointed EUB faculty, but also to external academics, the session provided an opportunity to understand further the PSF and the Fellowship Awards.

Building a Culture of Teaching Excellence

Ultimately, teaching excellence, like research excellence, requires continual reflection, development, and scholarly engagement. At EUB, we remain committed to supporting faculty in developing both their disciplinary expertise and their pedagogical practice. We are fostering a culture where teaching is recognised not simply as something academics do, but as an area of scholarly inquiry worthy of the same curiosity, rigour, and commitment that underpin excellence in research.

This commitment reflects a broader understanding that universities are not only centres of knowledge creation, but also places of learning, growth, and transformation. By encouraging engagement with pedagogical research, supporting professional development, and creating opportunities for the exchange of good practice, EUB is investing in the continual enhancement of the student learning experience.

As we continue to develop as a university, we remain committed to fostering a culture in which teaching excellence is valued, shared, and continually refined. Through this commitment, we aim to ensure that evidence-informed teaching, reflective practice, and professional learning remain central to our academic community and educational mission.