From care to transformation: University teachers' conceptions of caring and excellent teaching

Abstract

This phenomenographic study explores the qualitatively different ways university teachers conceptualise the relationship between care and teaching excellence in higher education (HE). Drawing on interviews and teaching narratives from 21 award‐winning or award‐nominated academics in Hong Kong and the United Kingdom, five hierarchical categories of description were identified and organised within an outcome space: (1) care as necessary but not sufficient for excellence; (2) care and excellence as distinct; (3) care as holistic, relational and student‐centred practice; (4) care as sustaining professional practice; and (5) care as empowerment and transformation. The findings demonstrate that care is not uniformly understood, or conceptualised, by academics but is experienced in qualitatively different ways that vary in inclusiveness. A key contribution of this paper is the identification of ‘sustaining care’ as a distinct conception linking emotional labour, professional boundaries, self‐care and teaching excellence. The most inclusive conception reframes challenge, rigour and autonomy as expressions of care rather than alternatives to it. While the outcome space was broadly transferable across contexts, cultural differences emerged in how care was articulated and justified. The study contributes to debates concerning teaching excellence, ethics of care and academic work in neoliberal HE by demonstrating how care may be understood as foundational, relational, sustainable and transformative.