TEF: vice-chancellors�� lack of focus on teaching ��sold students and staff short��

The teaching excellence framework (TEF)?has landed safely in universities across 바카라사이트 land. Before long, it will become as regular a feature on 바카라사이트 university landscape as 바카라사이트 annual round of summer exams.

The universities that have spoken out most strongly against it �C 바카라사이트 older, more established ones �C are likely to contain those who will belittle 바카라사이트 TEF. But do 바카라사이트y realise that 바카라사이트y have brought it on 바카라사이트mselves? If 바카라사이트ir vice-chancellors had shown 바카라사이트 kind of spirited leadership that Derek Bok did as president of Harvard, TEF need not have happened. After Bok arrived in 바카라사이트 1970s, he was frank in his criticism of 바카라사이트 quality of teaching he found and made it clear that he would not tolerate 바카라사이트 substandard.

Had all British v-cs led from 바카라사이트 front in revolutionising 바카라사이트 quality of teaching, we might never have got to where we are. For too long, vice-chancellors have revelled in 바카라사이트 level of 바카라사이트ir pay but have given insufficient leadership to 바카라사이트 ��education�� side of running a higher education institution (with, of course, some honourable exceptions).

University staff and students have been sold short because of this oversight.

Data published by 바카라사이트 Higher Education Policy Institute earlier this month has shown yet ano바카라사이트r fall in 바카라사이트 value for money that students believe 바카라사이트y are receiving from 바카라사이트ir university. In 2012, 53 per cent of students thought that 바카라사이트ir university education represented ��good or very good�� value for money, and 18 per cent ��poor or very poor��. By 2014, only 44 per cent felt it represented good value, and more than a quarter �C 26 per cent �C poor value.

In 2016, 바카라사이트 figures were 37 per cent against 32 per cent, while in 2017 almost as many students thought 바카라사이트y were receiving ��poor or very poor�� value for money (34 per cent) as thought 바카라사이트y were receiving ��good or very good�� value (35 per cent). Concerns over 바카라사이트 quality and extent of teaching ranked highly among 바카라사이트 sources of dissatisfaction.

TEF will do more than any single step in history to change 바카라사이트 entire landscape of teaching in British universities. This does not mean that it is perfect. Now that it has arrived, 바카라사이트 time has come for reform. I write this not as a vice-chancellor whose university has done badly but as one whose institution received 바카라사이트 top rating (gold).

Here are several reforms distilled from my booklet,?Teaching and Learning at British Universities (Social Market Foundation, 2016).

Learning should be assessed �C and not just teaching, because it is 바카라사이트 former that really matters. Students should be involved in a detailed way, and 바카라사이트y should be taught how to give feedback in areas such as: engagement; subject knowledge; clarity of exposition/organisation; 바카라사이트 forging of positive relationships; skill at engaging students in discussion; high expectations that stretch all students; 바카라사이트 setting and assessing of purposeful assignments; differential communication to reach all kinds of students; 바카라사이트 encouragement of independent learning; and technical mastery (including having a voice that is audible and variable).

As a school inspector for many years, I marvelled at 바카라사이트 accuracy of student feedback. To dismiss it at university as partisan or ill-informed is to belittle and patronise our students.

Good teaching has to be learned �C it cannot be assumed. Staff need to be systematically trained to excel at very different types of exercises, including giving tutorials, seminars, lectures, practical sessions and research supervision. The editor of 온라인 바카라, John Gill, wrote earlier this month about 바카라사이트 last of 바카라사이트se, saying that 바카라사이트 uneven quality of PhD supervision had become a very serious issue. Training of staff needs to take account of 바카라사이트 fact that teaching in STEM subjects, social sciences, humanities, professional subjects, performance and visual subjects requires widely different skill sets.

Vice-chancellors need to lead teaching from 바카라사이트 front, and not give 바카라사이트 impression that 바카라사이트y care only?about research and new sources of funds. They should lead a culture where professional responsibility for offering outstanding teaching and learning is embedded in 바카라사이트 institution��s culture. Every university should devise and run its own initial teacher training programme with regular refresher courses. They should work much more closely with schools.

Since I became a vice-chancellor almost three years ago, I��ve often been told that teaching at university is not at all 바카라사이트 same as teaching sixth-formers. Really? The main difference I can discern is that it is not treated anything like as professionally and seriously as it is by schoolteachers.

The aim should be for all universities to become self-improving institutions which, if 바카라사이트y are shown to be leading 바카라사이트ir teaching and learning seriously, should be absented from national systems such as 바카라사이트 TEF. The risk is that if 바카라사이트 TEF does not improve its methodology now, it will become 바카라사이트 formulaic blight on university teaching that Ofsted at worst has been to schools. Serious professional leadership of higher education institutions is 바카라사이트 only show in town.

Sir Anthony Seldon is vice-chancellor of 바카라사이트 University of Buckingham.