There has been an explosion of interest in teaching excellence in higher education. Once labelled the 'poor relation' of the research/teaching divide, teaching is now firmly on the policy agenda; pressure on institutions to improve the quality of teaching has never been greater and significant funding seeks to promote teaching excellence in higher education institutions.
This book constitutes the first serious scrutiny of how and why it should be achieved. International perspectives from educational researchers, award winning teachers, practitioners and educational developers consider key topics, including:
Teaching Excellence in Higher Education provides a guide for all those supporting, promoting and trying to achieve teaching excellence in higher education and sets the scene for teaching excellence as a field for serious investigation and critical enquiry.
Alan Skelton is Senior Lecturer in the School of Education, University of Sheffield, UK. He undertakes critical research investigations into higher education pedagogy and is the author of Understanding Teaching Excellence in Higher Education, published by Routledge in 2005.
"This book makes a very valuable contribution to extending people's understanding of the concept of teaching excellence in higher education. I warmly recommend it to anyone who is in the least bit interested in thinking seriously about this important topic."
Professor Roger Murphy Director, Institute for Research into Learning and Teaching, University of Nottingham.
'What, if anything, does 'teaching excellence' mean? Alan Skelton challenges common sense notions of excellence, but rejects the view that we should simply ignore it and hope it will go away. Instead he opens up a much needed and more sustained critique. The book draws upon research from a wide range of contributors who really care about the ways in which the changing context of higher education is shaping our understanding of teaching and learning. Through their writing ideas of excellence in teaching are given substance which is founded upon educational insight rather than bureacratic rhetoric'
Professor Stephen Rowland, Centre for the Advancement of Learning and Teaching, UCL