Expectations versus Reality: Do formal English qualifications and attitudes and ideologies interact with teachers’ assessment of the quality of English-medium tertiary education in the Netherlands?
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2019-05-31
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en
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The aim of this study was to find out whether formal English qualifications and attitudes and ideologies interact with teachers’ assessment of the quality of English-medium tertiary education in the Netherlands. An online survey was completed by 140 teachers of higher education in the Netherlands. The results of the study showed a distinction between the answers of Dutch and non-Dutch participants. It could be concluded that certain attitudinal and ideological factors, namely the belief that the use of English improves the subject knowledge of students and the belief that the use of English in higher education improves the English language abilities of students, can be considered moderately important in contributing to the self-assessment of quality. This study found only minimal evidence for the hypothesis that formal English qualifications correlate with a higher self-assessment of the quality of education.
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