Understanding the university context
Description of competency
Understanding the University Context involves recognising the diverse missions, structures, and cultures of higher education institutions and aligning one's professional goals with an institution's values and expectations. Future faculty must navigate a range of institutional types such as research-intensive universities, teaching-focused universities, and college teaching, each of which places different emphases on teaching, research, service, and community engagement. A key challenge is identifying how one's own strengths, priorities, and academic identity fit within these varied contexts, particularly when applying for positions or planning a career trajectory.
​
Demonstrating this competency requires the ability to analyse institutional mission statements, understand faculty roles and evaluation criteria, and adapt teaching, research, and service activities accordingly. It also involves cultural awareness of regional, national, and global differences in higher education systems. Future faculty benefit from developing skills in strategic decision-making, institutional literacy, and values alignment, enabling them to contribute meaningfully to their institution’s mission while fostering personal and professional growth.
​
​
​
Interpretation
​
Understanding the university context is a vital competency for effective college and university teaching, as it enables educators to align their teaching, research, and service with the institutional values and expectations of the colleges or universities where they work. Through the ‘Certification in College Teaching Institute’ at Michigan State University, I participated in a workshop where we analysed a range of institutional mission statements and teaching statements from research-intensive universities, teaching-focused colleges, and other institutional types. This activity deepened my understanding of how different institutions define success, prioritise student outcomes, and support faculty development. It also highlighted the importance of critically evaluating not just what these statements say, but what they leave out, such as how student success is measured or how faculty are supported.
​
This competency has helped me reflect more strategically on where I am likely to thrive professionally, and taught me to ask deeper questions when evaluating job opportunities. I now better understand how to assess institutional fit, and how to tailor my teaching statement and practices accordingly. For example, when teaching at Michigan State University, I have drawn on their emphasis on student engagement and inclusive pedagogy to guide my approach, including attending MSU’s teaching workshops to align with their commitment to high-quality instruction. Going forward, I plan to expand this analysis to universities in the UK and Australia, my preferred regions, to ensure that my teaching practices, career decisions, and values remain aligned with institutional priorities in a global context.