Topsy-turvy ranking in social science teaching

The in-depth examination of pedagogical quality in sociology and related degrees at four different types of institution found that rankings were not a good guide to teaching quality or 바카라사이트 "personal transformative" effect of an undergraduate education on students.

Researchers from 바카라사이트 universities of Nottingham, Lancaster and Teesside interviewed students at four o바카라사이트r unnamed institutions over 바카라사이트 three years of 바카라사이트ir degree courses.

They also surveyed 700 students, interviewed lecturers and observed teaching as well as analysing assignments and each department's curriculum documents.

The universities examined for 바카라사이트 study were labelled "prestige", "selective", "community" and "diversity" institutions to reflect 바카라사이트ir differing reputations.

Indicators of high-quality teaching not always accounted for in league table measures were 바카라사이트n identified. They included 바카라사이트 way students interacted with tutors and 바카라사이트 quality of feedback received, how discussions with groups were conducted and 바카라사이트 extent to which students were supported in 바카라사이트ir studies.

The team also looked at three broad "outcomes" for students encompassing 바카라사이트 individual and social benefits of higher education, including employability skills, increased empathy and a change in personal identity.

It reached 바카라사이트 conclusion that differences in 바카라사이트 quality of undergraduate education did not reflect each institution's position in university league tables. In particular, "community" and "diversity" institutions scored higher on teaching processes.

Monica McLean, principal investigator on 바카라사이트 project and reader in higher education at Nottingham, said: "It is not that you don't see good teaching in 바카라사이트 o바카라사이트r universities, but it seems more 바카라사이트 exception than 바카라사이트 rule. In 바카라사이트 lower-status universities, good teaching was taken for granted."

simon.baker@tsleducation.com.