A comparison of the public debates over higher education quality finds that, despite much common ground, the American concern focuses more on equity, access, curriculum content, and academic standards, whereas the British concern is for value for the money spent. It concludes that each debate can benefit from the other. (MSE)

In this contribution to the Special Issue of Studies in Higher Education, I describe developments during the COVID-19 pandemic in Dutch higher education along three lines. First, the context is outlined in chronological order. It concerns the evolution of the pandemic in the Netherlands, complemented by the general situation at my own university…

Universities have focused on teaching and learning at a time when quality has become the marker of distinction in international higher education markets. Education markets have meant pedagogical relations have become contractualised with a focus on student satisfaction, exemplified in consumer-oriented generic evaluations of teaching. This article…

The quality of supervision received by postgraduate students has been seen as a considerable problem. It is proposed that the concept of classification and framing used by Bernstein can be adapted to the matching process needed between supervisor and student. (Author/MLW)

This paper argues that a precondition for good studying and learning in undergraduate study is a reasonable student workload. Ways in which workload can be measured, in advance of presentation, are outlined. Suggestions on how to regulate student workload and some implications for curriculum and course design are presented. (GLR)

Recent elimination of binary higher education systems in the United Kingdom and Australia have common causes (increased secondary school retention, trend toward government regulation and away from autonomy, academic improvement of polytechnics). However, changes made in the systems are different and will affect educational opportunities, teaching…

The extent to which current concern with teaching quality in British universities will enhance serious pedagogical development is examined. Recent government initiatives for faculty development from the Department of Employment are seen as useful but not a replacement for rigorous intellectual training, and improved incentives and funding. (MSE)

Use of adult undergraduate students' work experience in recruitment, admission, and curriculum design is examined, and it is suggested that institutions must shift the emphasis in admissions from the quantity of prior experience to the quality of learning resulting from it, and organize curricula around that learning. (MSE)

This paper challenges British proposals to concentrate research funding in select universities. Such a policy would reinforce social inequalities of opportunity thus frustrating the purpose of widening student access. Quality teaching, especially in the social sciences, requires teacher engagement in research. Universities should reappraise the…

Argues that the ways in which college and university faculty experience their work often inhibit them from applying validated teaching practices. Suggests, however, that leadership practices and working cultures at the departmental level that foster collective and collaborative teaching approaches can go far toward improving teaching and learning,…

Many current assessment practices are incompatible with the goals of independence, thoughtfulness and critical analysis; common forms of assessment are not consistent with the behavior of academics in their own contributions to knowledge; and the assessment policy of many departments undermines approaches to learning. (Author/MLW)