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Article: Quality and the scholarship of teaching: Learning from subject review

TitleQuality and the scholarship of teaching: Learning from subject review
Authors
Issue Date2004
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13538322.asp
Citation
Quality in Higher Education, 2004, v. 10 n. 3, p. 231 - 241 How to Cite?
AbstractThis paper examines some of the ways in which subject review can contribute to the scholarship of teaching. Subject review was a quality assessment process conducted under the auspices of the UK's Quality Assurance Agency for Higher Education. A preliminary discussion considers the potential and pitfalls of using subject review as a basis for learning about current academic practice. The analysis draws on 162 institutional reports, covering business and management provision and produced during the period 2000–1. The pedagogic principles that underpinned subject review judgements, such as flexibility, transparency and pedagogic pluralism, are identified. These suggest that, while ‘fitness for purpose’ was the explicit criterion for judging institutional standards, in practice, reviewers were guided by a series of implicit evaluative principles. To some extent, these principles may be linked to learning theory and the ongoing debate concerning the scholarship of teaching.
Persistent Identifierhttp://hdl.handle.net/10722/169912
ISSN
2015 SCImago Journal Rankings: 0.652

 

DC FieldValueLanguage
dc.contributor.authorMacfarlane, BJen_US
dc.contributor.authorOttewill, Ren_US
dc.date.accessioned2012-10-26T00:48:37Z-
dc.date.available2012-10-26T00:48:37Z-
dc.date.issued2004en_US
dc.identifier.citationQuality in Higher Education, 2004, v. 10 n. 3, p. 231 - 241en_US
dc.identifier.issn1353-8322en_US
dc.identifier.urihttp://hdl.handle.net/10722/169912-
dc.description.abstractThis paper examines some of the ways in which subject review can contribute to the scholarship of teaching. Subject review was a quality assessment process conducted under the auspices of the UK's Quality Assurance Agency for Higher Education. A preliminary discussion considers the potential and pitfalls of using subject review as a basis for learning about current academic practice. The analysis draws on 162 institutional reports, covering business and management provision and produced during the period 2000–1. The pedagogic principles that underpinned subject review judgements, such as flexibility, transparency and pedagogic pluralism, are identified. These suggest that, while ‘fitness for purpose’ was the explicit criterion for judging institutional standards, in practice, reviewers were guided by a series of implicit evaluative principles. To some extent, these principles may be linked to learning theory and the ongoing debate concerning the scholarship of teaching.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13538322.aspen_US
dc.relation.ispartofQuality in Higher Educationen_US
dc.titleQuality and the scholarship of teaching: Learning from subject reviewen_US
dc.typeArticleen_US
dc.identifier.emailMacfarlane, BJ: bmac@hku.hken_US
dc.identifier.authorityMacfarlane, BJ=rp01422en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/1353832042000299513en_US
dc.identifier.volume10en_US
dc.identifier.issue3en_US
dc.identifier.spage231en_US
dc.identifier.epage241en_US
dc.publisher.placeUnited Kingdomen_US
dc.identifier.citeulike105108-

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