Fostering Quality Teaching in Higher Education: Policies and Practices - An IMHE Guide for Higher Education Institutions

By Fabrice Hénard and Deborah Roseveare. Fostering Quality Teaching in Higher Education: Policies and Practices - An IMHE Guide for Higher Education Institutions - 54 pages.
Foreword
Quality teaching in higher education matters for student learning outcomes. But fostering quality teaching presents higher education institutions with a range of challenges at a time when the higher education sector is coming under pressure from many different directions. Institutions need to ensure that the education they offer meets the expectations of students and the requirements of employers, both today and for the future. Yet higher education institutions are complex organisations where the institution-wide vision and strategy needs to be well-aligned with bottom-up practices and innovations in teaching and learning. Developing institutions as effective learning communities where excellent pedagogical practices are developed and shared also requires leadership, collaboration and ways to address tensions between innovators and those reluctant to change.
This Guide has been developed by the OECD’s Programme on Institutional Management of Higher Education (IMHE) to assist higher education institutions, university leaders and practitioners in fostering quality teaching. Provosts, vice-rectors of academic affairs, heads of teaching and learning improvement centres, deans and programme leaders, supporting staff, members of internal and external quality assurance bodies, and researchers may find inspirational content in this report. Drawing upon case studies of institution-wide quality teaching policies conducted by the OECD, this Guide provides exposure to new approaches and practices and the corresponding policy levers likely to help improvement happen. Illustrations offer a unique opportunity for learning through international experiences and sharing insights with institutional leaders involved in quality teaching...
Self-assessment and questions for further reflection
This section has been designed for you, the reader, to use as a self-assessment and reflection tool as an aid to deciding what your priorities should be for fostering quality teaching and what actions you might take. There are no right or wrong answers and it is intended to be adapted to take account of your institution’s mission, strategic objectives and context.
It is intended for use by anyone within the institution (or its stakeholders) with a role to play in fostering quality teaching, including institution leaders, deans and heads of programmes or individual teachers and researchers. It can be used by an individual or as part of a collaborative reflection and dialogue. It’s up to you.
The self-assessment scale invites you to evaluate the current situation on a scale of 1-5, where 1 is very poor and 5 is very good. However, you may consider that in your particular circumstances some aspects are very important while others are not at all. This is important to bear in mind when considering priorities for action – a dimension that is poor, but also not important, does not need to be addressed.
The self-assessment and questions for further reflection for each policy lever is self-contained, so you may choose to work through all seven policy levers, or simply use the individual policy lever that most directly relates to your current challenges and priorities... Download Fostering Quality Teaching in Higher Education: Policies and Practices - An IMHE Guide for Higher Education Institutions.