This practical and authoritative handbook provides a comprehensive overview of the issues and approaches to assuring quality in university teaching. Including contributions from major international figures, the book contains a wealth of ideas and practical advice to help universities commit to quality in teaching and offers insights into how the topics raised can be directly applied.
The book initially identifies some of the key issues surrounding the topic, such as the evidence-based identification of teaching quality; the training of university lecturers and faculty; external and internal quality assurance; the tension between professional autonomy and governmental regulation; and the involvement of students in developing quality. It then moves on to present ideas and initiatives to address these problems, tackling the subject through four sections:
- Assuring Quality – questioning what quality assurance means and how it might be practised;
- Identifying Quality – examining what knowledge exists at present and how it might be further researched;
- Developing Quality – investigating the development of staff through teacher training and appraisal;
- Case Studies of Quality Assurance – reviewing six case studies of quality assurance in a range of contrasting subjects including the professional subjects of Medicine, Nursing and Teacher Training which are also addressed systemically in the first section.
Full of practical advice, Handbook of Quality Assurance for University Teaching is an invaluable and unique resource for Faculty, Subject Leaders, University Administrators and Quality Assessors.
Table of Contents
Part I: Assuring Quality Chapter 1: Quality Assurance for University Teaching: Issues and Approaches Chapter 2: The Quality Assurance Agency Chapter 3: Learning and Teaching Developments Across UK Higher Education Chapter 4: A British Standard for University Teaching? Chapter 5: University Teaching: A Professional Model Chapter 6: Programme Evaluation: A Key to Assuring Quality in Higher Education Chapter 7: Institutional Research and Quality Assurance Chapter 8: The Power of Proxies: An Examination of Performance Management Frameworks Chapter 9: Quality Assurance in Medical Education: Accreditation and Teaching Standards in Australia, USA and Canada, and UK Chapter 10: Quality Assurance and Enhancement in Nurse Education Chapter 11: Quality Assurance and Accountability in Initial Teacher Education in England Chapter 12: The Quality Assurance of Higher Education From the Perspective of Professional, Statutory, and Regulatory Bodies Chapter 13: Quality Assurance through National Assessments Chapter 14: How Can Students Engage in Assuring Quality of University Teaching? Chapter 15: Assuring Quality through Student Evaluation from Paper to Cloud-Based by Maurice Chapter 16: The Student Role in Quality: From Data Source to Partner and Back Again Chapter 17: Quality Assurance in Healthcare and the Implications for University Teaching Chapter 18: Assessing Teaching Quality in Hungary Part II: Identifying Quality Chapter 19: Effective Teaching? Chapter 20: Teaching Styles of Award Winning Professors Chapter 21: Identifying Quality in Teaching using Consultative Methods Chapter 22: Student Engagement With and Perceptions of Quality and Standards Chapter 23: Beyond Satisfaction: Student Voice, Student Engagement and Quality Learning Chapter 24: Beyond Student Ratings : 14 other sources of Evidence to Evaluate Teaching Chapter 25: Developing a Higher Education Standards Framework Developing Quality Chapter 26: Staff Development and Quality Assurance Chapter 27: Case Study: Reflections from a Centre for Academic Development in a Shifting Context Chapter 28: Appraisal Schemes and Their Contribution to Quality in Teaching Chapter 29: Developing Teaching Standards: a Professional Development Perspective Subject Case Studies Chapter 30: Private Coaching for University Teachers: External Help to Find the Right Balance of Power and Responsibility Chapter 31: Quality Assurance in Medical Education: Harmonizing External and Internal Demands for Change Chapter 32: Quality Assurance in Nurse Education: Professional and Academic Perspectives Chapter 33: Experience of an OfSTED Inspection of an Initial Teacher Education Partnership Chapter 34: Teaching Quality in Art, Design and Medicine: Tacit Knowledge and Experience Chapter 35: Performing, Composing, Reflecting and Researching: Recognising and Managing Quality in Undergraduate Music Programmes Chapter 36: Professional Regulation, Research Training and the Development of Peer Mentorship in UK Psychology Programmes
Roger Ellis is Professor Emeritus in Psychology at both Ulster University and the University of Chester, UK, and editor of Quality Assurance for University Teaching published in 1993.
Elaine Hogard is the Director of Assessment and Program Evaluation and a Professor of Program Evaluation at the Northern Ontario School of Medicine, Canada.