Quality and the scholarship of teaching: Learning from subject review

Roger OTTEWILL, Bruce John MACFARLANE

Research output: Contribution to journalArticlespeer-review

13 Citations (Scopus)

Abstract

This paper examines some of the ways in which subject review can contribute to the scholarship of teaching. Subject review was a quality assessment process conducted under the auspices of the UK's Quality Assurance Agency for Higher Education. A preliminary discussion considers the potential and pitfalls of using subject review as a basis for learning about current academic practice. The analysis draws on 162 institutional reports, covering business and management provision and produced during the period 2000–1. The pedagogic principles that underpinned subject review judgements, such as flexibility, transparency and pedagogic pluralism, are identified. These suggest that, while ‘fitness for purpose’ was the explicit criterion for judging institutional standards, in practice, reviewers were guided by a series of implicit evaluative principles. To some extent, these principles may be linked to learning theory and the ongoing debate concerning the scholarship of teaching. Copyright © 2004 Taylor & Francis Ltd.
Original languageEnglish
Pages (from-to)231-241
JournalQuality in Higher Education
Volume10
Issue number3
DOIs
Publication statusPublished - Nov 2004

Citation

Ottewill, R., & Macfarlane, B. (2004). Quality and the scholarship of teaching: Learning from subject review. Quality in Higher Education, 10(3), 231-241. doi: 10.1080/1353832042000299513

Fingerprint

Dive into the research topics of 'Quality and the scholarship of teaching: Learning from subject review'. Together they form a unique fingerprint.