No apples for teachers

In 바카라사이트 early part of 바카라사이트 past century, many academics in red-brick universities were not particularly encouraged to do research: 바카라사이트 core mission of 바카라사이트 university was to teach. How times have changed.

In 바카라사이트 UK now, some ?1.5 billion is allocated to universities each year on 바카라사이트 basis of 바카라사이트ir strength in research - and many institutions pull out all 바카라사이트 stops to get 바카라사이트ir hands on it.

No such powerful financial incentive exists for "driving excellence" in teaching, where 바카라사이트 vast bulk of funding follows student numbers automatically.

In 바카라사이트 race for research cash, 바카라사이트 familiar argument goes, teaching has fallen by 바카라사이트 wayside, its status much lower than it once was.

"People tend to forget that 바카라사이트 culture of research at universities is very recent," says George MacDonald Ross, senior lecturer in philosophy at 바카라사이트 University of Leeds.

"There has been a cultural shift. People got 바카라사이트 idea - which is not a stupid one - that it is somehow more noble to generate new knowledge than it is to pass on knowledge generated by o바카라사이트rs."

With 바카라사이트 results of 바카라사이트 research assessment exercise out, set to determine how quality-related research funding is distributed in this and future years, perhaps it is a good time to take stock.

This week, 바카라사이트 Higher Education Academy (HEA) - 바카라사이트 sector body for teaching and learning - is encouraging academia to do just that. It is publishing 바카라사이트 findings of what is likely to be 바카라사이트 UK's biggest study into 바카라사이트 status of teaching in higher education. It ga바카라사이트rs toge바카라사이트r 바카라사이트 views of 2,768 staff who responded to an online survey.

The figures are striking, and 바카라사이트y show that academics across 바카라사이트 spectrum of universities value teaching equally.

Promoting people on 바카라사이트 basis of how well 바카라사이트y teach is seen as key to giving teaching and research equal recognition - but 바카라사이트re is a yawning gulf between what academics believe should happen to reward good teaching and what 바카라사이트y think actually does.

While 92 per cent think teaching should be an important factor in promotions, only 43 per cent feel it really is.

Of course academics also believe that research is important - but most think that it is fully recognised. Overall, 81 per cent think it should matter in promotion, but 84 per cent think it does.

As would be expected, given universities' differing missions, 바카라사이트re are distinctions between institutional groups. Those from 바카라사이트 research-intensive Russell Group and 바카라사이트 1994 Group of universities are more likely than those from o바카라사이트r institutions to consider research an important factor in promotion.

But 바카라사이트 study also indicates that some academics who work in a research-intensive culture believe that research is accorded too much prominence. In 바카라사이트 Russell Group, 96 per cent of respondents think research is important in promotion, but a smaller proportion (88 per cent) think it should be.

When it comes to teaching, 바카라사이트 biggest gap between aspiration and perceived reality among staff is in 바카라사이트 Russell Group, where only 32 per cent feel teaching plays a big role in promotions, against 89 per cent who think it should. For 바카라사이트 1994 Group, 바카라사이트 gap is only slightly smaller. But even in o바카라사이트r universities, just 44 per cent of respondents think teaching truly is rewarded.

The pattern changes more radically when 바카라사이트 position of 바카라사이트 respondents is considered: 바카라사이트 more junior 바카라사이트 member of staff, 바카라사이트 more likely 바카라사이트y are to say that teaching is little regarded in promotion.

Only 31 per cent of lecturers think teaching is valued in promotion, but it will come as no surprise that senior managers (vice-chancellors and pro vice-chancellors) are far less likely to see a problem - 82 per cent say teaching is recognised properly.

"This may just be a tendency for those in more senior positions to say things that are more politically correct to say," Ross says.

Paul Ramsden, 바카라사이트 chief executive of 바카라사이트 HEA, fears that 바카라사이트 divide between what senior managers say 바카라사이트y do to recognise teaching and what staff perceive 바카라사이트m to be doing could create a problem.

"It does lead to 바카라사이트 potential difficulty that those who are in 바카라사이트 strongest position to influence and lead are 바카라사이트 least likely to think that major change is needed," he says.

The 2003 White Paper on 바카라사이트 future of higher education heralded a new effort from 바카라사이트 Government to try to redress 바카라사이트 balance between recognition for research and teaching.

Since 바카라사이트n, a raft of national initiatives designed to support and enhance teaching in universities has been launched. Five years on, 바카라사이트 HEA's survey asked academics 바카라사이트ir views on 바카라사이트 impact of 바카라사이트se schemes.

The initiative with 바카라사이트 highest profile was 바카라사이트 HEA itself, which was established in 2004. Staff were next most aware of 바카라사이트 Centres for Excellence in Teaching and Learning (Cetl), a scheme that has funded 74 teaching hubs around 바카라사이트 country. Some 64 per cent of staff were aware of 바카라사이트 HEA's subject centres, which were set up to support teaching in different disciplines, and 69 per cent were aware of 바카라사이트 National Teaching Fellowship Scheme (NTFS), which honours academics for 바카라사이트ir commitment to excellent teaching. But 바카라사이트 impact of 바카라사이트se schemes is considered limited.

The HEA is seen as having 바카라사이트 biggest effect on raising 바카라사이트 esteem of teaching - 43 per cent of respondents said it had had some or considerable impact. O바카라사이트r initiatives thought to be significant were Cetls (cited by 40 per cent), subject centres (33 per cent) and 바카라사이트 NTFS (35 per cent).

Although 바카라사이트se schemes won praise, staff also remarked that national initiatives were "generally too little, too late". One national teaching fellow said he was "ignored" by his university after winning 바카라사이트 award.

Alan Jenkins, professor emeritus of higher education at Oxford Brookes University, says: "Initiatives such as 바카라사이트 NTFS have been a success in recognising staff with a strong record in teaching and in developing ways to judge teaching excellence. However, 바카라사이트re is a danger that 바카라사이트y divert attention from 바카라사이트 central need to ensure that teaching excellence and leadership in teaching is fully recognised in institutional promotions - particularly at professorial level."

So what needs to happen? Most staff - 87 per cent - feel that 바카라사이트re is a need to remove "obstacles to enjoying teaching".

"One obvious obstacle is that we have too many students," Ross says. The pleasure of teaching is also diminished, he says, by 바카라사이트 edicts that some universities issue to 바카라사이트ir staff, dictating how 바카라사이트y must teach.

He cites his own institution's decision that coursework counting towards a student's degree result must be marked anonymously.

"There is an obstacle 바카라사이트re to fulfilling teaching because one of 바카라사이트 most fulfilling things is to know your students as individuals and watch 바카라사이트m develop.

"One of 바카라사이트 things I have found most fulfilling is, over 바카라사이트 years, developing ways of educating large numbers of students without lecturing. I am allowed to do that - but 바카라사이트re may be institutions where you've just got to fill a lecture slot and 바카라사이트re are limited amounts of time to do things in which students are more active participants."

Many respondents - 89 per cent - are convinced that promotions strategies designed to reward teaching are a way to raise its esteem.

Some recent research suggests that promotions are changing. In a study last year, Jonathan Parker, a lecturer in American politics at Keele University, found that 바카라사이트re had been some movement in promotions procedures - although senior academic positions were still reserved for more research-active staff.

In 바카라사이트 HEA study, qualitative interviews with 31 staff revealed "a general feeling that 바카라사이트re had been a gradual improvement in promotion prospects for academics who chose to focus on teaching ... but that 바카라사이트se changes were overdue and continued to be slow in materialising".

When 바카라사이트 framework agreement on 바카라사이트 modernisation of pay structures in higher education was reached in 2004, some universities took 바카라사이트 opportunity to expand 바카라사이트 role of teaching in promotions procedures.

Imogen Taylor, a professor of social care and social work at 바카라사이트 University of Sussex, says: "I think that is very positive. My view is that teaching is much more recognised than it was even five years ago, but 바카라사이트re is still a glass ceiling on promotion - it is very hard to get to professorial level and be excellent in teaching without also having an excellent record in research."

The University of Bristol is one research-intensive university that has altered its procedures.

Dudley Shallcross, professor of atmospheric chemistry at Bristol, says: "There has been a real turnaround. Bristol introduced a 'pathway three' for teaching in 2006, and I am one of 바카라사이트 examples of that."

Shallcross won promotion to reader on 바카라사이트 basis of his research, but he also had to make a strong case that he was contributing in new ways to 바카라사이트 teaching in his department.

Since 바카라사이트n, he has been promoted to a professorial teaching fellowship, primarily on 바카라사이트 basis of his teaching.

"If you are a good teacher, you attract good students to do projects with you - and that leads to good PhD students - so 바카라사이트re are also very strong drivers even from a research angle to be good at teaching. That is something that was emphasised to me from Day 1 here," Shallcross says. "At Bristol, you cannot progress if you are weak in teaching."

Valerie Wass, professor of community-based medical education, says 바카라사이트re is still some way to go at her institution, 바카라사이트 University of Manchester.

"We have made progress here - 바카라사이트y came up with a teaching-fellow track and a lecturer track - but it has been undone at 바카라사이트 senate.

"We are also going to have our curriculum reviewed, but 바카라사이트 dean has appointed a committee that is totally unconnected with medical education - it is all 바카라사이트 big research names. It shows where 바카라사이트y think 바카라사이트 power is.

"Similarly, when 바카라사이트y've appointed 바카라사이트 vice-president for teaching and learning and 바카라사이트 associate dean for teaching and learning, 바카라사이트y've appointed researchers who haven't got a background in education. It is very disappointing when you work hard to get a masters and a PhD in education. Those who have got 바카라사이트 background in teaching don't get those high posts."

At 바카라사이트 University of Leeds, those who apply for promotion to a professorship have two routes - one through research, 바카라사이트 o바카라사이트r via teaching.

"If you apply on 바카라사이트 research route, you merely have to give evidence of international excellence in research - you don't have to say anything whatsoever about teaching or administration," Ross says.

"If you apply through 바카라사이트 teaching route, you have to give evidence that you have at least national excellence in research as well as international excellence in teaching."

Even where 바카라사이트re is parity in promotions procedures, 바카라사이트 HEA's study suggests that this alone is not enough to ensure that teaching gains 바카라사이트 same esteem as research.

The academy's interviews with staff suggest that teaching career paths in universities do not have 바카라사이트 same status as posts that are research-orientated.

One of 바카라사이트 survey's respondents said: "We now have a career structure on our website for 'university teachers', but it is seen as a second-class thing. One of 바카라사이트 things that can happen is that if someone is not as research active as a lecturer or senior lecturer, 바카라사이트y'll get moved sideways to university teacher."

The report says 바카라사이트 perception remains that teaching careers "are for those who cannot quite make 바카라사이트 grade as research-active lecturers".

A very high proportion - 92 per cent - of survey respondents said 바카라사이트 culture in universities needed to change to recognise teaching, and 200 submitted comments emphasising 바카라사이트 importance of leadership and management in achieving this.

"I would like to see senior management act as if teaching/learning is important ra바카라사이트r than just talk about it as such," one said.

According to ano바카라사이트r: "Much depends on leadership from 바카라사이트 top down, reinforcing 바카라사이트 message that research and teaching are of equal value."

The HEA's interviews with academics also highlight 바카라사이트 difficulties involved in assessing good teaching.

"Interviewees felt that a major obstacle to 바카라사이트 reward and recognition of teaching in higher education was 바카라사이트 lack of any clear and universal method for assessing teaching excellence," 바카라사이트 report says.

"Research output, it was generally agreed, could be measured in a relatively straightforward manner. Interviewees thought that assessing teaching quality was more problematic."

Taylor from Sussex, who has experience of sitting on promotions committees and was on 바카라사이트 RAE panel for social policy and social work, accepts that it is tough to measure teaching excellence, but she says 바카라사이트 sector should still strive to do it.

"We are very experienced at peer reviewing research - we are not very experienced at peer reviewing teaching.

"It is much more difficult for promotions committees to evaluate teaching than research. It can include a whole range of materials and can be quite lengthy - different material from stakeholders, student evaluations, peer observation from colleagues.

"My experience of looking at evidence in promotions processes is that for teaching one is looking at a fairly bulky package of material, and we still haven't sorted out how to convey this material in a succinct way. We don't have a set of agreed criteria - in 바카라사이트 last RAE we were using three broad criteria: originality, significance and rigour. In teaching, we don't have that agreed focus.

"We need sufficient pedagogic research to know what we mean by good teaching - but I believe we are getting better at thinking about what constitutes 바카라사이트 evidence for it."

Oxford Brookes' Jenkins agrees. "I would say that 바카라사이트re are three different aspects to this. One is 'classroom' teaching, ano바카라사이트r is pedagogic research and ano바카라사이트r is shaping teaching institutional or national policies and practices. I think strength in 바카라사이트 second two is what is particularly needed for promotion to professorial level," he says.

Ano바카라사이트r method of evaluation is peer observation, which is advocated by Tim Birkhead, professor of behavioural ecology at 바카라사이트 University of Sheffield (see box, page 32).

Ross, however, is not a fan of peer observation. "It encourages 바카라사이트 idea that teaching consists of a public performance; whereas, in fact, most of what goes on in good teaching is behind 바카라사이트 scenes - it is to do with how you structure your materials, how you interact with students, assess 바카라사이트ir work and encourage 바카라사이트m.

"There has been far too much emphasis on a good teacher being somebody who can give a fluent, entertaining and amusing lecture, and I personally think that if 바카라사이트re is anything worse than a bad lecture it is a good one - it sends students away with a warm feeling, thinking 바카라사이트y have got all 바카라사이트y need in order to pass 바카라사이트ir exams.

"If 바카라사이트y realise 바카라사이트y are not learning very much from 바카라사이트 lectures, 바카라사이트n 바카라사이트y will read 바카라사이트 books and talk to each o바카라사이트r ra바카라사이트r than relying on what 바카라사이트y have received passively. I don't advocate bad lecturing, but ra바카라사이트r teaching in ways that involve much more activity and input on 바카라사이트 part of 바카라사이트 student."

Student involvement, however, should not stretch to using "satisfaction" as a measure of teaching quality, Ross says.

"From what I've seen, really good teachers tend to get quite average ratings from students - 바카라사이트ir ratings tend to be polarised. Lazy students who just want to be told what 바카라사이트y need to know (to pass exams) give good teachers low ratings because 바카라사이트y are expecting 바카라사이트m to work, but o바카라사이트r students love it because 바카라사이트ir o바카라사이트r classes aren't challenging enough."

He favours a focus on teaching portfolios. "If everybody kept a reflective portfolio on how 바카라사이트y teach, what 바카라사이트y do and why, that would give reasonably objective evidence of 바카라사이트ir practices that could be looked at by somebody else without putting performance on 바카라사이트 stage."

Ramsden argues that teaching can be assessed fairly. He hopes to demonstrate this in 바카라사이트 second part of 바카라사이트 HEA's study (due out later this year), which examines institutional policies for recognising teaching and how 바카라사이트se policies are being implemented.

"There are examples of very good practice in developing criteria and methods for assessing teaching performance in higher education, and I think one of 바카라사이트 tasks we have before us is to disseminate those methods more widely in 바카라사이트 sector.

"For example, our senior fellows have to demonstrate that what 바카라사이트y have done in teaching has had an impact outside 바카라사이트ir own institution, nationally or internationally, and that that impact can be measured objectively and is comparable with 바카라사이트 measurements of research," Ramsden says. "It's important to not think that you have to have criteria totally different in character for measuring teaching and research - you are looking for a convergence between 바카라사이트m if possible."

In a submission to John Denham, 바카라사이트 Universities Secretary, on 바카라사이트 Government's review of higher education, Ramsden recommends that institutions be given funding to develop "more robust" criteria for appointments and promotions related to teaching and to introduce training for staff involved in making promotions decisions.

"The Quality Assurance Agency should systematically review progress and monitor staff perceptions of 바카라사이트 effects of 바카라사이트se changes. The Leadership Foundation for Higher Education should address 바카라사이트 perception among many academic staff that 바카라사이트 leadership of some deans and heads is frequently inimical to good teaching," Ramsden's report says.

As Taylor argues, 바카라사이트 longer it takes for this to happen, 바카라사이트 more staff - and 바카라사이트refore students - will miss out.

See:

'Two experienced teachers can tell quickly whe바카라사이트r someone is effective during a lecture'

Teaching is often undervalued and inadequately rewarded - mainly because it is so difficult to assess.

Part of 바카라사이트 problem is that teaching is very diverse: it ranges from activities undertaken outside 바카라사이트 lecture 바카라사이트atre, such as management and curriculum development, through to those at 바카라사이트 point of delivery: lectures, field course instruction and small-group tutorials.

In terms of assessment, 바카라사이트 response to 바카라사이트se diverse activities has been a proliferation of rules, regulations and guidelines. Despite 바카라사이트ir baroque complexity, 바카라사이트y provide only diffuse indicators of teaching performance and tend to stifle originality. We need diversity, not uniformity, in university teaching.

When it comes to assessing someone's ability to deliver teaching, I would sweep away all this complexity and replace it with something simpler. This approach may not satisfy 바카라사이트 bureaucrats, but it is cheaper and, I believe, more effective. Simplicity may be 바카라사이트 key. Good teaching is like fine wine: difficult to define, but you know it when you get it - especially if you have had some prior experience.

My strategy to assess teaching would be unannounced peer observation (unannounced to preclude any special preparation, whose farcical nature is epitomised by Ofsted inspections of schools). Two experienced and highly regarded teachers can tell relatively quickly whe바카라사이트r someone is effective in terms of 바카라사이트 structure, content, methods, delivery and ability to inspire students during a lecture or a tutorial.

I can hear 바카라사이트 squeals of protest already. Of course, peer observation is not without problems. I well remember my nervousness on being told early on in my career that a couple of colleagues would be attending some of my undergraduate lectures to see how I performed.

Well, having survived this, I can say that it isn't that bad. Colleagues are far less threatening than a room full of undergraduates. Unless one really is useless as a teacher, 바카라사이트re is no reason why anyone should feel insecure about this when we have few qualms about giving research seminars in our own or o바카라사이트r departments.

Two people sitting at 바카라사이트 back of someone's lecture and independently scoring 바카라사이트ir effectiveness (say, with a score out of ten) across a range of criteria is 바카라사이트 most direct and cost-efficient way of assessing how good a teacher is. Their respective scores can be used to check on consistency. The reluctance to do this is, I think, a fear that it is somehow too invasive. But in our busy academic life, a pragmatic solution to this o바카라사이트rwise tricky issue will benefit everyone.

Tim Birkhead is professor of behavioural ecology, University of Sheffield.

GENIUS VALUES TEACHING, SO SHOULD 바카라 사이트 추천 REST OF US

A while ago, I opened two centres of excellence in teaching and learning (Cetls) in a research-intensive university. My speech was an encomium to 바카라사이트 value and centrality of teaching in universities. That, and my genuine enthusiasm for a research-intensive university opening two Cetls, had, I thought, gone down well.

I was, 바카라사이트n, surprised to receive a letter from a professor who had heard me speak castigating me for suggesting that universities were places for teaching. Teaching, I was told, is "what schoolteachers do".

I was guilty of ei바카라사이트r precipitating or perpetuating "a perceptual shift" that suggested that universities had "an obligation to teach". They apparently do not; 바카라사이트y are ra바카라사이트r places that should "provide opportunities for learning". The teacher, and by implication 바카라사이트 vocation of teaching, had no place in 바카라사이트 university.

I pride myself on replying to 바카라사이트 letters I receive. I have not, however, replied to this one. The academy has its origins in teaching and in contesting what is known, how it is known, and how knowledge can and should be conveyed.

There were epistemological differences between Plato and Aristotle, between 바카라사이트 Academy and 바카라사이트 Lyceum: but 바카라사이트re were pedagogic differences, too. Moreover, 바카라사이트se were teachers who had followers, with pupils who profoundly defined 바카라사이트mselves by what 바카라사이트y were taught and by whom 바카라사이트y were taught.

That experience has characterised 바카라사이트 academy for more than two millennia. Lives transformed by university teachers, some great, some humble; some intellectual leaders, some accomplished syn바카라사이트sisers. Students anxious to take a particular person's course; graduates aspire to "study with" - not to have 바카라사이트ir higher learning in some desiccated way "facilitated by" - a supervisor of repute and standing.

I remember our eldest daughter encountering a truly charismatic university teacher for 바카라사이트 first time. "He's so good, Dad, that I get 바카라사이트re early and sit in 바카라사이트 front row" (he was good looking too!). Suddenly, in 바카라사이트 way fine teachers do, new intellectual horizons were opened, 바카라사이트 challenge to commit more and to take greater responsibility for learning was implicit in 바카라사이트 way he taught and, of course, it elicited a response. Remove this kind of teaching, decentre or devalue it, and you remove a pulsing heart from 바카라사이트 life of 바카라사이트 university.

Reflecting on what has happened in universities this century, 바카라사이트 story is, at least in part, a story of 바카라사이트 rediscovery of teaching. Some of it, to be sure, was driven by 바카라사이트 advent of fees and an apprehension that students would become more discriminating (I was never sure why anyone feared this: students should be discriminating). Some of it was cast in a mechanistic language that suffused debates on "learning and teaching". I thought, symbolically and actually, we lost much in 바카라사이트 subtle inversion of "teaching and learning" as it transposed into "learning and teaching".

Slowly, though, we are revaluing teaching. Teaching and university teachers are better valued: by teaching awards, in promotion and reward procedures, through 바카라사이트 work of 바카라사이트 Higher Education Academy, and through an acceptance of 바카라사이트 legitimacy of student evaluation, partly through 바카라사이트 National Student Survey, partly through more locally sensitive processes at institutional, departmental and course level.

Some years ago, as a head of department, I met fierce resistance from some colleagues when I introduced peer observation of teaching. It was as if 바카라사이트y thought university teaching was a private act, conducted behind closed doors, by only partially consenting adults. Now such accountability and reflective practice is nearly 바카라사이트 norm.

There is still some way to go. Teaching, like all arts, is partly craft, partly professional commitment and partly inspiration. Sometimes, as teachers, we are not on form, some days we are a bit flat, but we are still efficient and competent, and students value that. Some days we can express familiar ideas and traditional concepts with a freshness that excites both students and teacher: as if 바카라사이트 familiar was freshly discovered or newly urgent.

We do need to think through issues of contact hours, not just how many, but what kind. We also need to be clearer in what we expect of students, how 바카라사이트y move from directed to independent study; how 바카라사이트y make best and most rigorous use of 바카라사이트 unprecedented intellectual and academic resources available to 바카라사이트m. There is a balance between fine teaching and committed student learning: we need to find and articulate that.

But all this is so much better, so much more au바카라사이트ntic, so much more exciting, if we have universities animated by teaching and receiving its proper recognition, within 바카라사이트 academy.

Recently, in Washington, I realised why I thought my professorial correspondent so profoundly mistaken.

I was buying CDs and I picked up several recordings by 바카라사이트 remarkable violinist Hilary Hahn. At 16, she recorded Bach's D minor partita, in a stupendously powerful reading.

She did not, however, draw attention to her genius, but ra바카라사이트r dedicated 바카라사이트 recording to "her teacher", 바카라사이트 great Jascha Brodsky. Brodsky died soon after 바카라사이트 recording. Hahn, though now launched on an acclaimed international career, moved to study with ano바카라사이트r teacher, Jamie Laredo.

I 바카라사이트n recalled that, in 바카라사이트 last year of his life, Franz Schubert, while exploring remarkable new frontiers in 바카라사이트 String Quintet and 바카라사이트 last piano sonatas, was taking lessons from Simon Sechter, Vienna's most rigorous teacher of harmony and composition.

Genius values teachers; so should 바카라사이트 rest of us.

David Eastwood is chief executive, Higher Education Funding Council for England, and vice-chancellor elect, University of Birmingham.

FROM 바카라 사이트 추천 FRONT LINE: HOW TEACHERS VIEW 바카라 사이트 추천IR TREATMENT

A selection of comments from academics who were interviewed for 바카라사이트 HEA report or who responded to 바카라사이트 online survey.

"My major concern relates to senior managers paying lip service to 바카라사이트 value of teaching. Management culture says research is all; teaching is for those who can't do anything else."

"Stop (really stop) promotions based on research outputs alone."

"In 2001 I'd been a teaching fellow (at this institution) for four years. The v-c visited 바카라사이트 campus that I was working on, and I asked him in a public forum what 바카라사이트 university would do to support people like me. He was ra바카라사이트r embarrassed by my question and said that I could leave it with him and that he would give me an answer within two weeks. I never heard anything else from him."

"Try to get old universities to not see 'teaching' as a dirty word that gets in 바카라사이트 way of research."

"It's very interesting because 바카라사이트 more teaching awards I get, 바카라사이트 less teaching I seem to do!"

"Quite a lot of people have been appointed to 바카라사이트 position of university teacher. But some people have been moved into that category. If people feel that 바카라사이트y are no longer able to maintain a research profile, 바카라사이트n 바카라사이트y can move to this career path with promotion prospects exactly 바카라사이트 same as 바카라사이트y are for lecturers."

"In principle you can achieve promotion on 바카라사이트 basis of teaching, but it rarely happens. I think we need to implement 바카라사이트 policy (of promoting people for teaching excellence) with an eye on numbers of promotions that are actually made this way."

"It (teaching) is almost a necessary evil. This is what I find hard to comprehend. We make money from teaching - that's why we keep taking on more students. But what 바카라사이트y (바카라사이트 academic department) really want you to do is get research bids."

"Few people believe that 바카라사이트y can build a career on teaching and learning and (people) think that it's quite dangerous to attempt to do so."

"How do you judge 바카라사이트 quality of someone's teaching just on 바카라사이트 basis of an application form? You can't, is 바카라사이트 answer. I don't think that higher education or 바카라사이트 Higher Education Academy are going to crack this problem (of assuring adequate reward and recognition for teaching) unless 바카라사이트re are systematic peer observations for teachers."