A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

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Enhancing personal practice
in the future. They are primarily a vehicle to encourage university teachers to think deeply
about their practice.
Engaging with and using the literature
Most programmes require participants to demonstrate an introductory knowledge of
appropriate literature. By displaying such knowledge, participants can demonstrate
understanding and critique of key concepts (such as approaches to learning, outcomesbased
curricula). A further aim is that participants read for themselves the research of
some of the key figures working in higher education research and practice. The aim is not
uncritical acceptance, but to promote understanding of ideas, correct use of appropriate
terminology, critique of research, and critical consideration of applicability to one’s own
context – or any other.
Vivas
Viva voce examinations occasionally form part of the assessment of accredited
programmes. In a few institutions a viva is a routine part of the final summative
assessment process and is used to test breadth of knowledge and how well educational
theory informs professional practice. In other cases the viva may simply be used
to confirm a pass where there is uncertainty over other evidence presented by a
candidate.
Commentary on programmes and demonstrating teaching credentials
Making public one’s teaching and supervisory processes, demonstrating an ability to
describe them in appropriate terms and analysing and reflecting upon their impact is a
comparatively new concept in higher education. Long-term evidence of its efficacy as a
method for personal and institutional development and student benefit is still thin.
Research by Gibbs and Coffey (2004) indicates that training in teaching can be effective,
showing from data collected in 22 universities in eight countries that teachers, and as a
consequence their students, undergo positive changes, whereas a control group who did
not receive training did not enhance their practice or in some cases made negative
changes.
Another point worth considering is how effective are the assessment and ‘demonstration’
methods that are in use. Do they assess worthwhile things? Is the judgement
that is made as a consequence of assessment reliable? Do they assess the areas set out
in the learning outcomes and the UKPS – or any other schema? Do they also have a
formative impact – or is it just assessment for the sake of assessment? It is noticeable that
few assessment methods, for good or ill, can really attempt to assess ‘values’. Another
key area concerns how far teachers are really able to integrate theory and their own
practice, as well as which assessment methods can attempt to investigate this (i.e.
validity). Should we put so much emphasis on assessment? Aren’t enhancement and