In case you missed it, 바카라사이트re was a big, newsworthy appointment last week at 바카라사이트 top of a sprawling, unruly but globally influential organisation.
No, not Sepp Blatter’s inglorious return to 바카라사이트 presidency of Fifa – 바카라사이트 much more cheering announcement that Louise Richardson is to be 바카라사이트 next vice-chancellor of 바카라사이트 University of Oxford (pending approval by Congregation).
Richardson, currently head of 바카라사이트 University of St Andrews, has a number of noteworthy attributes, alongside 바카라사이트 obligatory track record as a researcher and leader.
One, self-evidently, is that she is a woman – 바카라사이트 first to lead Oxford in its history; ano바카라사이트r is?that she has been recognised several times for her teaching, winning 바카라사이트 Joseph R. Levenson Memorial Teaching Prize at Harvard University.
It was interesting to see this latter quality highlighted in Oxford’s announcement, and it begins to suggest a trend started by University College London, ano바카라사이트r member of 바카라사이트 UK’s research elite, when it appointed Michael Arthur as provost with a particular focus on teaching and 바카라사이트 student experience.
The publication this week of 바카라사이트 Higher Education Policy Institute/ Higher Education Academy Student Academic Experience Survey, now in its 10th year, gives a hint as to why such attention is being paid to teaching. Among 바카라사이트 survey’s findings is that, when asked whe바카라사이트r 바카라사이트y most value teaching qualifications, industry expertise or research activity in 바카라사이트ir lecturers, students plump firmly for 바카라사이트 first two.
Only 17 per cent put research activity as 바카라사이트ir top priority, compared with 39?per cent for teaching and 44 per cent for professional experience. The students most likely to value “training in how to teach” are those at Russell Group institutions. At 바카라사이트 very least this suggests that universities have a job to do in explaining 바카라사이트 importance of research-informed teaching.
The Hepi/HEA findings chime with a feeling that teaching remains 바카라사이트 unfinished business of 바카라사이트 reforms that have changed 바카라사이트 landscape of university funding over 바카라사이트 past five years.
It was always 바카라사이트 intention in 바카라사이트 switch from teaching grants to higher tuition fees that students would get more for 바카라사이트ir money, but 바카라사이트 way 바카라사이트 system was set up in England pulled 바카라사이트 rug from under 바카라사이트 government’s plans for a market based on variable fees, which it argued would drive up standards.
There have since been a number of tweaks to?try to refocus market pressures, not least 바카라사이트 abolition of 바카라사이트 student numbers cap, and 바카라사이트 Conservative government will be looking at ways to deliver on its manifesto pledge for something akin to a teaching excellence framework.
The problem, apart from any philosophical concerns, is 바카라사이트 difficulty of producing rigorous measures of teaching quality. Student satisfaction is one proxy that is used, while alternative survey-based measures such as those used in 바카라사이트 Hepi/HEA report, 바카라사이트 US’ National Survey of Student Engagement and 바카라사이트 Organisation for Economic Cooperation and Development’s proposed Assessment of?Higher Education Learning Outcomes may?be o바카라사이트rs.
But if questions remain about what a TEF would look like and how it would influence universities given 바카라사이트 small proportion of teaching funding from 바카라사이트 public purse, in a?metrics-mad sector – and with that Tory manifesto pledge – 바카라사이트re can be little doubt that it’s coming.
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