Aligning Teaching Quality Indicators with University Reward Mechanisms

Autor/inn/en	Kulski, Martijntje; Groombridge, Barbara
Titel	Aligning Teaching Quality Indicators with University Reward Mechanisms
Quelle	In: Tertiary Education and Management, 10 (2004) 1, S.45-59 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1023/B:TEAM.0000012236.63005.a2
Schlagwörter	Teacher Effectiveness; Recognition (Achievement); Educational Quality; Quality Control; Educational Environment; Public Agencies; Foreign Countries; Educational Improvement; Program Descriptions; Educational Policy; Higher Education; Educational Indicators; Accountability; Alignment (Education); Australia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Soziale Anerkennung; Quality of education; Bildungsqualität; Qualitätskontrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Öffentliche Einrichtung; Ausland; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational indicato; Bildungsindikator; Verantwortung; Australien
Abstract	Teaching quality emerged as a significant issue in higher education during the 90s. This led to the implementation of numerous quality control, assurance and enhancement schemes as institutions attempted to stay abreast of demands from various stakeholders in a rapidly changing educational environment. More recently, with the establishment of the Australian University Quality Agency (AUQA) in 2000, there is now further impetus to review quality schemes in Australian universities. This paper describes how a teaching award programme may impact on planning and review processes within university departments and highlights how the alignment of teaching award criteria with external quality audit requirements can lead to cross-institutional benefits for enhancing the quality of teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10