Recent higher education policy initiatives, including the English Teaching Excellence Framework (TEF), have increasingly focused on the need to encourage and measure teaching excellence in universities. In this seminar I will argue that if we are to engage productively with the idea of teaching excellence, we first have to accept the legitimacy of calls for universities to show that students have access to high quality teaching. However, we should not allow our teaching practices to be shaped by potentially flawed and limiting measures of teaching excellence. I will argue that in order to develop more valid measures of teaching excellence we need to consider what we know about both high quality teaching and what happens when measures of quality become performance indicators. In conclusion, I will examine the possibilities for developing measures of teaching excellence that will enhance the quality of teaching and learning in higher education.

Paul Ashwin is Professor of Higher Education and Head of Department at the Department of Educational Research, Lancaster University, UK. Paul’s research focuses on teaching–learning and knowledge–curriculum practices in higher education and their relations to higher education policies. Paul’s books include ’Analysing Teaching-Learning Interactions in Higher Education’ (2009, Continuum) and ’Reflective Teaching in Higher Education’ (2015, Bloomsbury). Paul is a researcher in the ESRC and HEFCE funded Centre for Global Higher Education, a coordinating editor for the international journal ‘Higher Education,’ and co-editor of the Bloomsbury book series ‘Understanding Student Experiences of Higher Education’.

All are welcome to attend.  This event will be livestreamed.  Please contact Dee Daglish for further information.

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