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Inspiring learning and teaching are a matter of growing importance in today’s marketised 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.

Following the yellow brick road? Developing inspiring learning and teaching in the pursuit of teaching excellence in higher education