‘Halving the NSS weighting’ may have been a statement designed to pacify objections from within the sector, but underestimating the student voice can ultimately come at a cost. Gwen van der Velden highlights a major change in the TEF.
TEF is just the latest in a long line of public efforts to improve university teaching, and public anxieties about quality have not changed for many years. We take a look at the litany of initiatives in this space.
TEF still lacks clarity about what it wants to measure and what it is trying to achieve, argues Colette Cherry. Should it move away from being an outcomes focused exercise to a process driven one, or does it simply need a rebrand?
The findings from the influential HEPI/HEA student academic experience have been published and in the context of the White Paper take on particular significance. We run down their findings and consider what they could mean for policy.
The Government’s White Paper contains some hefty proposals on the TEF. While these have gone some way to allay the sector’s original concerns, there remain a number of fundamental challenges to the TEF’s success.
Plans to include graduate outcomes as a measure of teaching in the TEF seems to have provoked considerable opposition from within the sector, but will it be enough to persuade Jo Johnson to change course?
In all the discussion about the Teaching Excellence Framework, the voice of teachers is getting lost. What can the HE sector learn from schools and their more organic and vibrant community shaping their future?
Taking the long view of government-led teaching excellence initiatives, David Kernohan returns to the Centres for Excellence in Learning and Teaching (CETLs), and draws lessons for the sector and the government today.
As the Teaching Excellence Framework looms, David Kernohan sits down with Professor Sally Brown – a stalwart of ‘teaching excellence’ – from the National Teaching Fellowships to numerous other initiatives over the decades.
The current discussions around the shape of the TEF could be seen as just another phase in a long running debate about academic standards. It’s worth therefore going back to inform thinking about the future.