Quality Enhancement of University Teaching and Learning
280 pages

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280 pages
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The challenge addressed by the international scholars and academic practitioners contributing to "Quality Enhancement of University Teaching and Learning" is how best to enhance the quality of university teaching and learning, and thereby generate a culture of quality in higher education. The book focuses on approaches to quality enhancement (QE), a process which has significant differences to the interrelated concept of quality assurance (QA), particularly in relation to aspirations for change. The contributors believe that the status quo is no longer a viable option if the role of higher education as a fundamental part of the knowledge (and wider) economy is to be safeguarded. Believing that the primary purpose of every institution s quality enhancement work should be the improvement of students learning experiences, they argue that innovative QE initiatives offer better ways of handling students intricate learning processes than does a focus on QA paradigms. Higher education institutions (HEIs) need to establish quality enhancement frameworks that focus explicitly on the relationship between the activities of learning and teaching and students learning outcomes. All institutions need to follow approaches that seek out and value novel and effective practices and disseminate these where appropriate. Focusing on the dynamic and complex processes and relations that create their learning environments is necessary if HEIs are to move from cultures of compliance to cultures of enhancement. When successful, the outcome should be a culture where ownership of the institutional quality enhancement agenda extends down to the point of delivery. Since successful QE initiatives must always involve jointly the student, the teacher and the institution, the three sections of the anthology address the practice of QE in relation to each of these constituencies. Examples of quality enhancement in higher education from Australia, Belgium, Denmark, England, Finland, Iceland, Portugal, Scotland, and United Arab Emirates are presented, with each section starting from contributions offering microlevel approaches and progressing to those offering macrolevel perspectives."


Publié par
Date de parution 31 décembre 2013
Nombre de lectures 1
EAN13 9781912969531
Langue English
Poids de l'ouvrage 6 Mo

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Quality Enhancement o University Teaching and Learning
Quality Enhancement o University Teaching and Learning
Claus Nygaard Nigel Courtney Paul Bartholomew
Foreword by Proessor John Biggs
First publised in 2013 by Libri Publising
Copyrigt © Libri Publising
Autors retain copyrigt of individual capters.
he rigt of Claus Nygaard, Nigel Courtney and Paul Bartolomew to be identified as te editors of tis work as been asserted in accordance wit te Copyrigt, Designs and Patents Act, 1988.
ISBN 978-1-909818-12-5eISBN 978-1-912969-53-1
All rigts reserved. No part of tis publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means, electronic, mecanical, potocopying, recording or oterwise, witout te prior written permission of te copyrigt older for wic application sould be addressed in te first instance to te publisers. No liability sall be attaced to te autor, te copyrigt older or te publisers for loss or damage of any nature suffered as a result of reliance on te reproduction of any of te contents of tis publication or any errors or omissions in its contents.
A CIP catalogue record for tis book is available from he Britis Library
Cover design by Helen Taylor
Design by Carnegie Publising
Printed in te UK by Sort Run Press
Libri Publising Brunel House Volunteer Way Faringdon Oxfordsire SN7 7YR
Tel: +44 (0)845 873 3837
 Foreword  Professor Jon Biggs Capter 1 heoretical and Empirical Perspectives on Quality Enancement in Higer Education  Claus Nygaard, Nigel Courtney and Paul Bartolomew Capter 2 Students Constructing te Curriculum – An Experiment to Increase Responsibility  Marja Mäensivu, Tiina Nikkola & Pentti Moilanen Capter 3 Differentiated Assessment Activities: Customising to Support Learning  Swapna Kosy Capter 4 Independent Studies in Higer Education: Great Expectations or Hard Times?  Andrew Green Capter 5 Enancing Music Students’ Learning and Pedagogic Understandings troug Cultural Excange  Jennifer Rowley and Peter Dunbar-Hall Capter 6 Developing Undergraduate Students’ Generic Competencies troug Researc Activities  Isabel Huet, Ana Vitória Baptista & Carla Ferreira Capter 7 Using Computer Supported Collaborative Learning to Enance te Quality of Scoolteacer Professional Development  Andrea Raiker Capter 8 Quality Enancement troug te Peer Review of Teacing for Learning and Learning for Teacing - a Process and an Outcome.  Cristoper Klopper and Steve Drew Capter 9 Quality Attributes and Competencies for Transformative Teacing: a heory of te Transformative Teacer  Sigrídur Halldórsdóttir
Capter 10 Enancing te Enancers: Action Researc as a Quality Enancement Tool 163  Lesley Lawrence and Helen Corkill Capter 11 Course Evaluation Systems for Open-ended Quality Enancement 181  Jesper Piil and Jens Smed Rasmussen Capter 12 Quality Enancement troug Student Engagement 199  Paul Bartolomew, Stuart Brand and Luke Millard Capter 13 A Comparison of Two Learning and Teacing Centres in te E.U. Area: Strategies for Quality Enancement of Teacing and Learning 217  Lorenzo Vigentini and Laurent Ledouc  Collected Bibliograpy 239
About te Editors
Universities ave, in te past ten years or so, dramatically increased participation rates and at te same time ave sifted from being publicly funded institutions to becoming businesses, run on corporate lines. Funding is provided in large part from student fees, wit students justi-fiably demanding value for money. Universities, like oter corporate institutions, tus rely eavily on quality assurance procedures wic, in part, involve key performance indicators for assessing te performance of staff. Quality assurance procedures may be appropriate in te busi-ness context but in te academic context tey can actually interfere wit teacing effectiveness, undermine staff morale and compromise te conduct and reporting of researc (Hil, 2012; Meyers, 2012). Furtermore, tere is a logical problem. he quality assurance of teacing and learning attempts to ensure tat te standards at present reaced in degree programmes meet external criteria. If tey do not, te best tat can evidently be done is to blame tose involved and order tem to do better next time. But te orse as already bolted. As tis book makes clear, and as I ave long maintained, universi-ties sould be concerned not wit quality assurance, wic is summative and operates retrospectively, but wit qualityenancement of teacing. Quality enancement is formative and proactive in tat it monitors ongoing teacing and learning, takes steps to prevent problems and attempts to solve tose tat do arise. Quality enancement ensures tat watever te standard of teacing is currently, it will be better in future. herefore quality enancement to a large extent subsumes quality assur-ance. All tat time spent in form-filling and oter busywork associated wit quality assurance procedures can be better spent in paying attention to te improvement of teacing troug staff development and by putting in place quality enancement procedures.
Foreword As outlined in te first capter, quality enancement involves taking intentional steps at te level of te institution to enance te quality of learning prospects; it is about improving quality, not controlling quality. here is a uge cultural difference ere. Controlling quality operates witin a culture of compliance - wic McGregor (1960) calls a ‘heory X’ institutional climate - tat, as Hil and oters point out all too clearly, radiates a demoralising lack of trust in teacers. On te oter and, improving quality involves a culture of innovation; a ‘heory Y’ climate tat is not about supporting te status quo but about making room for new ideas, for collegiality and for participation in a positive working system. hree agents are involved in quality enancement: te teacer, te student and te institution. Recognising tis leaves room for institu-tions to follow teir individual approaces to quality enancement in line wit teir teories of teacing and teir available resources. So quality enancement is not just about an individual teacer practising action researc – altoug tat is important – but teacers, students and institution working togeter as an interactive system. he contributions to tis volume variously address tese foci: six capters address quality enancement in relation to students, two capters in relation to teacers and four capters in relation to te institution, providing a tougtful range of quality enancement strategies. Altoug tese contributions are presented as “perspectives” from nine countries, te aim is not to compare approaces from different countries but rater to demonstrate te universality of te issues (tat said, it is a pity tat Asia and Nort America aren’t represented). he overall message, and it is an important one, is to seek te active engagement of all participants to instil a culture for enancing te quality of student learning troug reflective prac-tice, initiative, creativity, collaboration and sared experiences among stakeolders. I say ‘Amen’ to all tat. But it seems to me, speaking now largely from an Australian perspective, tat a major problem is tat management all too frequently operates in a self-created heory X climate in wic key performance indicators, wic claim to assure quality but rarely do, are a demoralising part. he business model applied to academe is counter-productive because it subjects academics to devices for exerting control. he way to go in te academic context is not by applying business models
Forewordtat operate witin a culture tat is alien to academe. A truly academic culture, and one tat is essential for quality enancement, operates in a trustful and supportive heory Y climate witin wic academics ave freedom to teac, to innovate, to conduct untrammelled researc and to publis witout fear or favour. Underlying quality enancement, ten, is te unspoken but necessary assumption tat te university is an academic, not a business, enterprise. hose wo are truly concerned wit quality teacing and learning will benefit enormously from tis compreensive book, wic as been care-fully designed to address te interacting levels of student, teacer and institution in enancing teacing and learning at university. Jon Biggs February, 2013
About the Author Jon Biggs is Honorary Professor of Psycology at te University of Hong Kong. His influential work on quality enancement in iger education is captured in ‘Teacing for Quality Learning in University’, co-autored wit Caterine Tang (Biggs & Tang, 2007). He can be contacted at tis email: jbiggs@bigpond.com
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