Uploaded November 2015 | Updated September 2026, 1 week ago
Torgny Roxå has been an academic developer for 27 years and as such supported academic teachers in their endeavour of improving student learning. He has established Lund University Faculty of engineering as a national and international example of how to enhance teaching strategically. He has done this together with colleagues who also believe that academic values should (and must) guide the improvement of academic teaching. This work has awarded him the title Excellent Teaching Practitioner within the Faculty of engineering and the Lund University award for distinguished pedagogical achievements.
His research aims at improving our understanding of higher education organisations so that initiatives to improve do not lead to unintended side effects with subsequent decrease in quality and possible destruction of vital values. His perspective focus on how academic teachers understand the day-to-day reality they live in. It takes a disciplinary approach, but also a cultural approach. Academic teaching will only improve if academic teachers decide to change something, and they will only do that if they find it more meaningful.
Torgny has a master degree from Griffith University in Australia and a PhD from Lund University. He has served as external examiner at Oxford University and is currently a visiting professor at Ulster University. He serves at advisory boards on academic development and has been the plenary speaker in many international events. He is a former vice president Europe in the International Society for the Scholarship of Teaching and Learning. His most current project deals with: Academic teachers experience of power and ‘bossy’ leaders.
Torgny Roxå has been an academic developer for 27 years and as such supported academic teachers in their endeavour of improving student learning. He has established Lund University Faculty of engineering as a national and international example of how to enhance teaching strategically. He has done this together with colleagues who also believe that academic values should (and must) guide the improvement of academic teaching. This work has awarded him the title Excellent Teaching Practitioner within the Faculty of engineering and the Lund University award for distinguished pedagogical achievements.
His research aims at improving our understanding of higher education organisations so that initiatives to improve do not lead to unintended side effects with subsequent decrease in quality and possible destruction of vital values. His perspective focus on how academic teachers understand the day-to-day reality they live in. It takes a disciplinary approach, but also a cultural approach. Academic teaching will only improve if academic teachers decide to change something, and they will only do that if they find it more meaningful.
Torgny has a master degree from Griffith University in Australia and a PhD from Lund University. He has served as external examiner at Oxford University and is currently a visiting professor at Ulster University. He serves at advisory boards on academic development and has been the plenary speaker in many international events. He is a former vice president Europe in the International Society for the Scholarship of Teaching and Learning. His most current project deals with: Academic teachers experience of power and ‘bossy’ leaders.
