{"id":187,"date":"2012-12-03T14:27:11","date_gmt":"2012-12-03T14:27:11","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/teachingandlearning\/?p=187"},"modified":"2012-12-03T14:27:11","modified_gmt":"2012-12-03T14:27:11","slug":"implications-of-dimensions-of-quality-in-a-market-environment","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2012\/12\/03\/implications-of-dimensions-of-quality-in-a-market-environment\/","title":{"rendered":"Implications of 'Dimensions of quality' in a market environment"},"content":{"rendered":"

\"HEA<\/a>Graham Gibbs has followed up his Dimensions of quality<\/a> (York: HEA, 2010) with a new report entitled Implications of ‘Dimensions of quality’ in a market environment <\/a>(York: HEA, 2012) which has just become available.<\/p>\n

In doing so, he\u00a0presents a considered and constructively critical assessment of current pressures, policies and practices at Higher Education institutions across the country,\u00a0while also advocating a more individually tailored, yet proactive, approach by each institution to the realities they face today in learning and teaching.<\/p>\n

The\u00a0foreword is provided by the Minister of State for Universities and Science, and in it\u00a0David Willetts\u00a0states: “Every student deserves an excellent higher education experience. No one would argue with the view that an individual\u2019s learning experience and success depends as much on their own engagement as with the actions of the institution and its staff. Effective learning is a two-way street. Yet it is often easier to find out about an institution\u2019s social activities than it is to find meaningful information on the teaching environment or the course outcomes” (p.6).<\/p>\n

This appears to offer us some room to consider the increasingly advocated\u00a0view of the student as partner, while also\u00a0suggesting where the emphasis\u00a0should really\u00a0be when\u00a0constructing and directing a wider student experience.<\/p>\n

The fact is that this report provides us all with much needed food for thought in a whole host of areas.<\/p>\n

For example, there is coverage\u00a0regarding the role of programme teams (p.10), the implications for quality assurance\u00a0of “class size, cohort size, extent of close contact with teachers, the quality of the teachers, the extent and timing of feedback on assignments and the extent of collaborative learning” (pp.14-6), the debates surrounding contact hours, etc., as well as the argument about\u00a0students themselves\u00a0being an ‘underutilised resource’ when instead\u00a0they might be given “an active role, such as collaborative learning, peer tutoring and self- and peer assessment” (p.18).<\/p>\n

It will be very interesting to see how this sort of contribution supports the debates which are taking place within our sector, and the responses to a changing environment.<\/p>\n","protected":false},"excerpt":{"rendered":"

Graham Gibbs has followed up his Dimensions of quality (York: HEA, 2010) with a new report entitled Implications of ‘Dimensions of quality’ in a market environment (York: HEA, 2012) which has just become available. In doing so, he\u00a0presents a considered and constructively critical assessment of current pressures, policies and practices at Higher Education institutions acrossRead more<\/a><\/p>\n","protected":false},"author":24,"featured_media":197,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[14,25],"tags":[],"class_list":["post-187","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-he-trends","category-reports"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/187","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/users\/24"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/comments?post=187"}],"version-history":[{"count":0,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/187\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media\/197"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=187"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=187"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=187"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}