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The Society for Research into Higher Education

Improving Teaching and Learning in Higher Education

IMPROVING TEACHING AND LEARNING IN HIGHER EDUCATION
Improving Teaching
A whole institution approach

l
l
What are the aims of higher education?
What are the strategies necessary for institutional improvement?
and Learning in
l How might the student experience be improved?

The emergence of the discourse around learning and teaching is one of the
more remarkable phenomena of the last decade in higher education.
Increasingly, universities are being required to pay greater attention to
Higher Education
improving teaching and enhancing student learning. This book will help
universities and colleges achieve these goals through an approach to
institutional change that is well founded on both research and practical A whole institution approach
experience.

By placing learning at the centre of organizational change, this book challenges

many of the current assumptions about management of teaching, supporting
students, the separation of research and teaching, the use of information
technology and quality systems. It demonstrates how trust can be restored
within higher education while advancing the need for change based on
principles of equity and academic values for students and teachers alike.

Improving Teaching and Learning in Higher Education is key reading for anyone
interested in the development of teaching and learning in higher education, as
well as policy makers.

Vaneeta D'Andrea is Director of Academic Affairs and Operations at Central

Saint Martins College of Art and Design, University of the Arts London and
Professor of Higher Education Development. She is a Carnegie Scholar and has
recently focused her research on higher education policy relating to the
scholarship of teaching and learning. Previously she was Director of
Educational Development at City University and Co-Director of the Teaching
Quality Enhancement Fund National Co-ordination Team for the Higher
Education Funding Council for England. D’Andrea and Gosling
David Gosling is Visiting Research Fellow at the University of
Plymouth where he is undertaking research in higher education
policy relating to teaching and learning. He also works as an independent
higher education consultant and evaluator. Previously he was
Head of Educational Development at the University of East London and
Co-Director of the Teaching Quality Enhancement Fund National Co-
ordination Team for the Higher Education Funding Council for England.
Vaneeta D’Andrea
David Gosling
Cover design: Kate Prentice
Improving Teaching
and Learning
SRHE and Open University Press Imprint
Current titles include:

Catherine Bargh et al.: University Leadership

Ronald Barnett: Beyond all Reason
Ronald Barnett: The Limits of Competence
Ronald Barnett: Higher Education
Ronald Barnett: Realizing the University in an Age of Supercomplexity
Ronald Barnett & Kelly Coate: Engaging the Curriculum in Higher Education
Tony Becher and Paul R. Trowler: Academic Tribes and Territories (2nd edn)
Neville Bennett et al.: Skills Development in Higher Education and Employment
John Biggs: Teaching for Quality Learning at University (2nd edn)
Richard Blackwell & Paul Blackmore (eds): Towards Strategic Staff Development in Higher
Education
David Boud et al. (eds): Using Experience for Learning
David Boud and Nicky Solomon (eds): Work-based Learning
Tom Bourner et al. (eds): New Directions in Professional Higher Education
John Brennan et al. (eds): What Kind of University?
Anne Brockbank and Ian McGill: Facilitating Reflective Learning in Higher Education
Stephen D. Brookfield and Stephen Preskill: Discussion as a way of teaching
Ann Brooks and Alison Mackinnon (eds): Gender and the Restructured University
Sally Brown and Angela Glasner (eds): Assessment Matters in Higher Education
Burton R.Clark: Sustaining Change in Universities
James Cornford & Neil Pollock: Putting the University Online
John Cowan: On Becoming an Innovative University Teacher
Sara Delamont, Paul Atkinson and Odette Parry: Supervising the Doctorate (2nd edn)
Sara Delamont & Paul Atkinson: Successful Research Careers
Gerard Delanty: Challenging Knowledge
Chris Duke: Managing the Learning University
Heather Eggins (ed): Globalization and Reform in Higher Education
Heather Eggins & Ranald Macdonald (eds): The Scholarship of Academic Development
Gillian Evans: Academics and the Real World
Andrew Hannan and Harold Silver: Innovating in Higher Education
Lee Harvey and Associates: The Student Satisfaction Manual
David Istance, Hans Schuetze and Tom Schuller (eds): International Perspectives on Lifelong
Learning
Norman Jackson and Helen Lund (eds): Benchmarking for Higher Education
Merle Jacob and Tomas Hellström (eds): The Future of Knowledge Production in the Academy
Peter Knight: Being a Teacher in Higher Education
Peter Knight and Paul Trowler: Departmental Leadership in Higher Education
Peter Knight and Mantz Yorke: Assessment, Learning and Employability
Ray Land: Educational Development
Mary Lea and Barry Stierer (eds): Student Writing in Higher Education
Dina Lewis and Barbara Allan: Virtual Learning Communities
Ian McNay (ed.): Higher Education and its Communities
Elaine Martin: Changing Academic Work
Louise Morley: Quality and Power in Higher Education
Lynne Pearce: How to Examine a Thesis
Moira Peelo and Terry Wareham (eds): Failing Students in Higher Education
Craig Prichard: Making Managers in Universities and Colleges
Michael Prosser and Keith Trigwell: Understanding Learning and Teaching
John Richardson: Researching Student Learning
Stephen Rowland: The Enquiring University Teacher
Maggi Savin-Baden: Problem-based Learning in Higher Education
Maggi Savin-Baden: Facilitating Problem-based Learning
Maggi Savin-Baden and Kay Wilkie: Challenging Research in Problem-based Learning
David Scott, Andrew Brown, Ingrid Lunt &Lucy Thorne: Examining Professional Doctorates
Peter Scott (ed.): The Globalization of Higher Education
Peter Scott: The Meanings of Mass Higher Education
Michael L Shattock: Managing Successful Universities
Maria Slowey and David Watson: Higher Education and the Lifecourse
Anthony Smith and Frank Webster (eds): The Postmodern University?
Colin Symes and John McIntyre (eds): Working Knowledge
Peter G. Taylor: Making Sense of Academic Life
Richard Taylor, Jean Barr and Tom Steele: For a Radical Higher Education
Malcolm Tight: Researching Higher Education
Penny Tinkler and Carolyn Jackson: The Doctoral Examination Process
Susan Toohey: Designing Courses for Higher Education
Paul R. Trowler (ed.): Higher Education Policy and Institutional Change
Melanie Walker (ed.): Reconstructing Professionalism in University Teaching
Melanie Walker and Jon Nixon (eds): Reclaiming Universities from a Runaway World
David Warner and David Palfreyman (eds): Higher Education Management of UK Higher
Education
Gareth Williams (ed): The Enterprising University
Diana Woodward and Karen Ross: Managing Equal Opportunities in Higher Education
Improving Teaching
and Learning
A Whole Institution Approach

Vaneeta-marie D’Andrea and

David Gosling

Society for Research into Higher Education

& Open University Press
Open University Press
McGraw-Hill Education
McGraw-Hill House
Shoppenhangers Road
Maidenhead
Berkshire
England
SL6 2QL

email: [email protected]
world wide web: www.openup.co.uk

and Two Penn Plaza, New York, NY 10121–2289, USA

First published 2005

Copyright © Vaneeta-marie D’Andrea and David Gosling 2005

All rights reserved. Except for the quotation of short passages for the purpose of
criticism and review, no part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior written permission of the
publisher or a licence from the Copyright Licensing Agency Limited. Details of
such licences (for reprographic reproduction) may be obtained from the Copyright
Licensing Agency Ltd of 90 Tottenham Court Road, London, W1T 4LP.

A catalogue record of this book is available from the British Library

ISBN-13 978 0335 21068 8 (pb) 978 0335 21069 5 (hb)

ISBN-10 0 335 21068 6 (pb) 0 335 21069 4 (hb)

Library of Congress Cataloging-in-Publication Data

CIP data has been applied for

Typeset by RefineCatch Limited, Bungay, Suffolk

Printed in the UK by Bell & Bain Ltd, Glasgow
Contents

Foreword ix
Preface xi
Acknowledgements xii
Abbreviations xiii
Introduction 1

Part 1: The Aims of Higher Education 9

1 The Changing Higher Education Environment 11
2 The Learning University

Part 2: Developing Higher Education 55

3 Academic Identities and Professional Development 57
4 Creating Inclusive Learning Communities 79
5 Supporting Change in Course Design 104
6 Impact of Learning Technologies on Institutional Change 129
7 Research, Teaching and the Scholarship of Teaching and
Learning 146
8 Quality Development 170

Part 3: Developing Institutional Strategies to Improve

the Quality of the Student Experience 189
9 Strategies to Enhance Teaching and Learning 191

Appendix A: Possible SoTL Journals 207

Appendix B: SoTL Conferences 214
References 215
Index 239
Foreword

In many countries there is renewed debate about the purposes of higher

education, the respective contributions of various academic roles, the need
for reflection on effective practices, the assurance of quality and realizable
commitments to enhancement. Employability of graduates and the contri-
butions which higher education can make to national (and international)
economies are often powerful drivers behind governmental perspectives and
those of the funders of institutions and the higher education sector.
From a different standpoint, academics and others fear a dangerous nar-
rowing of purposes and a trend towards greater convergence of mission,
notwithstanding the public rhetoric of a commitment to, even a desire to
promote, institutional diversity. Massification, widening access and increased
demands for accountability, along with globalization and the accelerating
impact of communication technologies are all further complicating factors.
In this context, traditional notions of what it means be a teacher in higher
education are becoming increasingly disputed.
In this timely volume the authors enter this contested territory. By observ-
ing the classic academic tenets of thoughtful analysis and reflection, thorough
research and referencing, and transparent and weighted evaluation, they
have contributed to the dialogue about institutional change and the place of
teaching in higher education. The volume deals with important topics. It
seeks to inform discussions and practice. The authors aspire to inform and
influence policies to create a development culture within higher education.
So when you read the volume you should ask yourself, what aspects of my
current policy and practice does this confirm and what, if anything, will I
change? What will improve and enrich the learning experiences of students
and how would I know?

George Gordon
University of Strathclyde
Preface

The origins of this book lie in our experience of working in higher education
for the past thirty years. We have both been academics working in disciplin-
ary fields: sociology and philosophy. We have both had a keen interest in the
teaching of our subjects and in supporting our students to be successful. We
both believe that it is important to open higher education to students from
groups that have traditionally been under-represented. It was because we
were engaging with questions related to the process of teaching and learning
that we came to work in educational development in the latter years of our
academic careers.
However, working in the field of educational development we have often
found ourselves caught between our loyalty to academic traditions and the
changes occurring in higher education generally. In this book we have tried
to address the pressures that academics, as teachers, face and to discuss what
recent research has to say about them. We suggest ways in which academics
can respond effectively to changing demands without losing sight of a com-
mitment to traditional academic values. Our major challenge was to under-
stand how to support desirable change while preserving the values that we
believe in.
We support the idea of having a student focus that sees each student as a
person with an individual social identity and personal needs. However, we
think it is important not to lose sight of the teacher who has a complex
professional identity, with commitments to a subject, and sometimes con-
flicting roles to perform. We want to bring back questions of academic values
in the discussion of teaching and to understand the teaching role as more
than a set of skills and competences.
We have tried to identify the changes that are desirable for professional-
izing teaching in higher education while preserving values of criticality and
scholarship. We leave it to the reader to decide whether we have succeeded.
Acknowledgements

I would wish to acknowledge the support of my students and colleagues at

City University, the University of Roehampton and at the Carnegie Academy
for the Scholarship of Teaching and Learning (CASTL) who have sparked a
number of the ideas that are reported in this book. In particular, I would
wish to thank the research assistants who have provided assistance to us:
Paola De Orsi and Kevin Humby.

Vaneeta-marie D’Andrea
22 November 2004

I want to acknowledge the contribution of my colleagues in Educational

Development Services at the University of East London from 1993 to 2002
with whom I had many valuable debates about teaching and supporting
students in higher education. In particular I remember with affection the
conversations I had with Dave O’Reilly who sadly died in 2002.

David Gosling
22 November 2004
Abbreviations

AAHE American Association for Higher Education

AQIP Academic Quality Improvement Program
ASA American Sociological Association
C&IT communication and information technology
CASTL Carnegie Academy for the Scholarship of Teaching and
Learning
CEQ Course Experience Questionnaire
CMC computer-mediated communication
CNAA Council for National Academic Awards
CPD continuing professional development
DfES Department for Education and Skills
EDC educational development centre
FDTL Fund for the Development of Teaching and Learning
FIPSE Fund for the Improvement of Postsecondary Education
GLAD Group for Learning in Art and Design
HE higher education
HEA Higher Education Academy
HEFCE Higher Education Funding Council for England
HEIs higher education institutions
HEQC Higher Education Quality Council
ICT information and communication technology
IT information technology
KI knowledge intensive
LTSN Learning and Teaching Support Network
MLE managed learning environment
NQF national qualifications framework
NSF National Science Foundation
NSSE National Survey of Student Engagement
NTF National Teaching Fellowship
PBL problem-based learning
PDP personal development planning
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