Rethinking teacher quality in Swedish higher education: insights from social sciences student perspectives and Q methodology
本研究使用Q方法论调查了41名瑞典社会科学学生对高校教师质量的看法，识别出三种学生类型：学术纯粹者、包容合作者和灵感思考者，并发现学生对清晰沟通、课程设计和公平评分有共识，为教师发展提供了实用工具。
The Covid-19 pandemic reshaped university teaching and prompted renewed attention to what constitutes high-quality university teachers. In research, students remain comparatively underrepresented in discussions about what characterizes a high-quality university teacher. This study addresses this gap by examining how the primary recipients of teaching conceptualize teacher quality in post-pandemic higher education. Using Q methodology, 41 social sciences students from different Swedish universities sorted 43 statements reflecting aspects of teacher quality derived from prior research. Factor analysis revealed three distinct and statistically robust design-thinking student personas. Sero, the academic purist, values disciplinary expertise, structure, and transparent assessment; effective teachers are those who know their subject and communicate expectations clearly. Kim, the inclusive collaborator, prioritizes relational ethics, fairness, and psychological safety, viewing high-quality teachers as those who foster equitable and inclusive learning environments. Alexi, the inspired thinker, seeks intellectual challenge, creativity, and emotional engagement, emphasizing teachers who stimulate curiosity and make learning meaningful. Across all three perspectives, students showed strong consensus on the importance of clear communication, coherent course design, and fairness in grading. By contrast, teachers’ personal support and student autonomy in shaping learning processes were ranked as less central markers of quality. Beyond its empirical contribution, the study’s results are presented in a design-thinking framework, offering a practical tool for academic development and pedagogical reflection. The personas invite educators and institutions to recognize the coexistence of multiple expectations and to design learning environments that respond to diverse student needs in a rapidly evolving higher education landscape.