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Conference Paper: Teaching and Learning Quality: Who should be responsible?
| Title | Teaching and Learning Quality: Who should be responsible? |
|---|---|
| Authors | |
| Issue Date | 2017 |
| Publisher | Centre for Applied English Studies (CAES) , The University of Hong Kong. |
| Citation | Centre for Applied English Studies (CAES) Professional Development Seminar, The University of Hong Kong, Hong Kong, 25 January 2017 How to Cite? |
| Abstract | The past 30 years has seen a steady growth of quality assurance systems in higher education. However these systems have often resulted in burdensome bureaucracy, resulting in resistance among teachers who perceive that time and energy is taken away from issues of teaching and learning (Taveres et al, 2016; Newton, 2002). An outcome of such systems has been the paradox that while teachers are committed to quality, they are often not engaged in quality assurance and quality enhancement processes. This seminar explores teacher engagement with ‘quality’ issues in teaching and learning, and details some of the attempts by the CAES Teaching and Learning Quality Committee (TLQC) to develop processes that promote Centre and teacher ‘ownership’ of quality enhancement. It is hoped that the seminar will facilitate a discussion among staff about the best ways to develop these ideas further. |
| Persistent Identifier | http://hdl.handle.net/10722/246480 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Smyth, PD | - |
| dc.date.accessioned | 2017-09-18T02:29:14Z | - |
| dc.date.available | 2017-09-18T02:29:14Z | - |
| dc.date.issued | 2017 | - |
| dc.identifier.citation | Centre for Applied English Studies (CAES) Professional Development Seminar, The University of Hong Kong, Hong Kong, 25 January 2017 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/246480 | - |
| dc.description.abstract | The past 30 years has seen a steady growth of quality assurance systems in higher education. However these systems have often resulted in burdensome bureaucracy, resulting in resistance among teachers who perceive that time and energy is taken away from issues of teaching and learning (Taveres et al, 2016; Newton, 2002). An outcome of such systems has been the paradox that while teachers are committed to quality, they are often not engaged in quality assurance and quality enhancement processes. This seminar explores teacher engagement with ‘quality’ issues in teaching and learning, and details some of the attempts by the CAES Teaching and Learning Quality Committee (TLQC) to develop processes that promote Centre and teacher ‘ownership’ of quality enhancement. It is hoped that the seminar will facilitate a discussion among staff about the best ways to develop these ideas further. | - |
| dc.language | eng | - |
| dc.publisher | Centre for Applied English Studies (CAES) , The University of Hong Kong. | - |
| dc.relation.ispartof | Centre for Applied English Studies (CAES) Professional Development Seminar | - |
| dc.title | Teaching and Learning Quality: Who should be responsible? | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Smyth, PD: psmyth@hku.hk | - |
| dc.identifier.hkuros | 277814 | - |
| dc.publisher.place | Hong Kong | - |