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Session 1 defining teaching quality in a changing learning landscape march_2013


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Session 1 defining teaching quality in a changing learning landscape march_2013

  1. 1. Outlining the changing landscape of global andUK higher education in the context of teachingqualityRaj Dhimar
  2. 2. What are thecharacteristics of highereducation - aninternational perspective?What challenges doeshigher education face inpreparing new lecturersfor various dimensions oftheir role and developingexperienced lecturers?Does quality teaching inhigher education matter?Looking at and critiquingemerging trends inaddressing andenhancing teachingquality2Some issues for us to consider…
  3. 3. Preparing academics for teachingcareersNational and internationalcompetition between institutionsMarketisation of higher educationNew technologies, online learningand student mobility, e.g. BolognaThe role of effective teaching tohelp disseminate researchSocial, economic, political, culturalchangesRecognising the importance of quality teaching e.g. teacher development programmes inIreland, UK, Belgium, Netherlands, USA, Australia, Canada3The professionalisation of academicsas teachers in higher education –European driversThe EuropeanScience Foundation(ESF), positionpaper, (2010)
  4. 4. • Define professionalstandards for highereducation teachers• Measure teachingeffectiveness and provideconstructive feedback foracademics• Establish the institutionalsupport base foreducational developmentlocally• Recognise teachingexcellence in hiring andpromotion decisions• Promote the idea of the‘teacher researcher’• Recognise research onteaching as researchactivity• Allocate meaningfulfunding for educationaldevelopment• Establish a Europeanforum within a currentlyexisting institution thatpools and sharesresources and existingexpertise on educational4Suggested steps to improving teachingquality across Europe (ESF, 2010)
  5. 5. OECD research study of 29 institutionsacross 20 countries.Key findings - major initiatives that supportteaching quality:1. Institution-wide and quality assurance policies2. Programme monitoring3. Teaching and learning support5Review of quality teaching inhigher educationThe Organisation for Economic Co-operation and Development , (2010)
  6. 6. HEA research: Dimensions ofQuality (Gibbs, 2011) examinedquality factors impacting studentlearning experiences:Use of institutional resourcesimpacts educational outcomes.Gibbs picks out:• class size• level of student effort &engagement• who does the teaching• quality of feedbackas significant & valid processindicators6Does excellent teaching matter?
  7. 7. • The National StudentSurvey (NSS)• The Key Information Set(KIS)• Quality AssuranceAgency (QAA) audits• Emphasis ontraining, qualifications, accreditation, continuingprofessional developmentof individuals sinceDearing (1997)• Changing institutionalmissions and values –competitivemarkets, Unique SellingPoint (USP)• League tables – e.g.Guardian, Times Higher• Student engagementinitiatives• Competing demands onresearch and teaching7Quality performance indicators in theUK (Gibbs, 2012)
  8. 8. 8Impact of teaching developmentprogrammes in higher educationreview (2010, UK)1) A review of the context tounderstanding programmeimpact includingprogramme evaluation andimpact assessment in theUK and more widely2) A synthesis of theavailable evidence onachieved impacts – forteachers and students, andon other programmeimpacts3) An assessment of impactresearch methods andmodels, and the strengthsand merits of the availableevidence includingimprovement opportunities4) A concluding assessmentlooking across the reviewand also setting outemerging evidence needsand gaps, possible prioritiesand next steps
  9. 9. Recommendations:9Impact of teaching developmentprogrammes in higher educationreview (2010, UK)Prioritise the development of an impact assessment guide/toolkit for highereducationEstablish a national focus for further research to improve impact evidenceEstablish a national focus for further research to improve policy formationEstablish a study to map use of tools and evaluate approachesEstablish a national development project to produce “generic impactassessment tools and instrumentsEstablish a cross-sector ‘benchmarking’ study
  10. 10.  Basic questions: who is teaching?should they be ‘qualified’? Why? Excellence in teaching should be apersonal ambition; but reward andrecognition can be useful inencouraging and developing practice. Excellent teaching is an essentialingredient in the creation of anoutstanding student learningexperience.Teaching quality most importantvariable in increasing studentachievement.Are student outcomes an appropriatejudgement of teaching success?10Excellent teaching: A brief focus
  11. 11. From your perspective:• What is the sector context?• Who are the higher education teaching and learningstaff in your institutions?• Identify the development needs of different teachingstaff?• Explore the issues, challenges, approaches, developments and aspirations of higher educationteaching in Thailand – where do you want to be in thefuture?11Exploring the Thailand highereducation learning and teachingcontext – group discussion
  12. 12. • Dearing (1997), Higher Education in the LearningSociety, Report of the National Committee of Inquiry into HigherEducation, URL:• ESF• Gibbs, G. (2011), Dimensions of quality, The Higher EducationAcademy, URL:• Gibbs, G. (2012), Implications of ‘Dimensions of quality’ in amarket environment, The Higher Education Academy, URL:
  13. 13. • HEA, (2012), Impact of teaching development programmes inhigher education, URL:• OECD, (2010), Review of quality teaching in higher education.An overview of institutional policies and initiatives aimed atenhancing the quality of teaching (phase 1): Learning OurLesson: Review of Quality Teaching in Higher Education• European Science Foundation (2010), The Professionalisationof Academics as Teachers in Higher Education, Scienceposition paper, URL,…