7/28/2019 Ramsden 1994 Current Challenges to Quality in Higher Education http://slidepdf.com/reader/full/ramsden-1994-current-challenges-to-quality-in-higher-education 1/12 Innovative Higher Education, Vol. 18, No. 3, Spring 1994 Current Challenges to Quality in Higher Education Paul Ramsden ABSTRACT: This paper considers some implications for teaching in higher education of quality assurance demands made in circumstances of financial restraint. The paper suggests that responses must be anchored in improvement in student learning. This has implications for university teaching, for the evaluation of its effectiveness and for leadership in universities. The paper commences with a discussion of an understanding of the nature of the relationship between teaching and learning in higher education resulting from an Australian investigation of student perceptions of university teaching. The understanding arising from this study suggests that, given that the environment is an educational one, both evaluation of teaching and educational leadership should be in harmony with effective approaches to learning and teaching. This article considers some implications for teaching in higher edu- cation of quality assurance demands made in circumstances of finan- cial restraint. My position is developed around Australian experiences but readers from other systems, particularly those from the United Kingdom, will identify with the context. The paper suggests that responses must be anchored in improvement in student learning. This has implications for university teaching, for the evaluation of its effec- tiveness and for leadership in universities. The paper will address each of these areas-teaching, evaluation and leadership. First reference will be made to the educational context to which the paper relates and to the understanding of teaching and learning which underpins the discussion. Today's lecturers are expected to deal with growth in participation in higher education and an unprecedentedly broad spectrum of student ability and background. In this context there has been an expanded Paul Ramsden is Professor of Higher Education and Director of the Griffith Institute for Higher Education at Griffith University, Brisbane, Australia. He has taught in poly* technics, universities, and schools in the United Kingdom and Australia. His research field is the influence of teaching and assessment on the quality of student learning. Dr. Ramsden has been professionally involved in faculty development for over 15 years and published the text Learning to Teach in Higher Education, Routledge, New York (1992). He holds degrees from the University of London and the UK Council for Academic Awards, and a Ph.D. from the University of Lancaster. 177 9 1994 Human Sciences Press, Inc.
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7/28/2019 Ramsden 1994 Current Challenges to Quality in Higher Education
Inno vativ e H ighe r Education, V ol. 18, No. 3, Spring 1994
C u r r e n t C h a l l e n g e s t o Q u a l i t y
i n H i g h e r E d u c a t i o n
P a u l R a m s d e n
ABSTRACT: T h i s p a p e r c o n s i d e rs s o m e i m p l i c a ti o n s f o r t e a c h i n g i n h i g h e r e d u c a t i o n o fq u a l i t y a s s u r a n c e d e m a n d s m a d e i n c ir c u m s t a n c e s o f f i n a n c i a l r e s t r a in t . T h e p a p e rs u g g e s t s t h a t r e s p o n s e s m u s t b e a n c h o r e d i n i m p r o v e m e n t i n s t u d e n t l e a r n i n g . T h i s h a si m p l i c a t i o n s f o r u n i v e r s i t y t e a c h i n g , f o r t h e e v a l u a t i o n o f i t s e f f e c ti v e n e s s a n d f o r
l e a d e r s h i p i n u n i v e r s i t i e s . T h e p a p e r c o m m e n c e s w i t h a d i s c u ss i o n o f a n u n d e r s t a n d i n go f t h e n a t u r e o f t h e r e l a t i o n s h i p b e t w e e n t e a c h i n g a n d l e a r n i n g i n h i g h e r e d u c a t i o nr e s u l t i n g f r o m a n A u s t r a l i a n i n v e s t i g a t i o n o f s t u d e n t p e r c e p t io n s o f u n i v e r s i t y t e a c h i n g .T h e u n d e r s t a n d i n g a r i s i n g f r o m t h i s s t u d y s u g g e s ts t h a t , g i v e n t h a t t h e e n v i r o n m e n t i sa n e d u c a t i o n a l o n e , b o t h e v a l u a t i o n o f t e a c h i n g a n d e d u c a t i o n a l l e a d e r s h i p s h o u l d b e i nh a r m o n y w i t h e f f e c t iv e a p p r o a c h e s t o l e a r n i n g a n d t e a c h i n g .
This ar ticle considers some implications for teaching in higher edu-
cation of quality assurance demands made in circumstances of finan-
cial res tra int. My position is developed around Australian experiences
but readers from other systems, particularly those from the UnitedKingdom, will identify with the context. The paper suggests that
responses must be anchored in improvement in student learning. This
has implications for university teaching, for the evaluation of its effec-
tiveness and for leadership in universities. The paper will address each
of these a rea s-t eac hing, evaluation and leadership. First reference
will be made to the educational context to which the paper relates and
to the understanding of teaching and learning which underpins the
discussion.
Today's lecturers are expected to deal with growth in participation inhigher education and an unprecedentedly broad spectrum of student
ability and background. In this context there has been an expanded
P a u l R a m s d e n i s P ro f e s so r o f H i g h e r E d u c a t i o n a n d D i r e c t o r o f t h e G r i f f it h I n s t i t u t e f o rH i g h e r E d u c a t i o n a t G r i f f it h U n i v e r s i t y , B r is b a n e , A u s t r a l i a . H e h a s t a u g h t i n po ly *t e c h ni c s , u n i v e r s it i e s , a n d s c h o o ls in t h e U n i t e d K i n g d o m a n d A u s t r a l i a . H i s re s e a r c h
f i el d i s t h e i n f lu e n c e o f t e a c h i n g a n d a s s e s s m e n t o n th e q u a l i t y o f s t u d e n t l e a r n i n g . D r .R a m s d e n h a s b e e n p r o f e s s io n a l ly i n v o l v e d i n f a c u l ty d e v e l o p m e n t fo r o v e r 1 5 y e a r s a n dp u b l i s h e d t h e t e x t Learning to Teach in Higher Education, R o u t l e d g e , N e w Y o r k ( 19 92 ).H e h o l d s d e g r e e s f ro m t h e U n i v e r s i t y o f L o n d o n a n d t h e U K C o u n c i l f o r A c a d e m i c
A w a r d s , a n d a P h . D . f ro m t h e U n i v e r s i t y o f L a n c a s t e r .
177 9 1994 Human Sciences Press, Inc.
7/28/2019 Ramsden 1994 Current Challenges to Quality in Higher Education
Current Challenges to Quality in Higher Education 179
w i l l a n d w i l l n o t b e r e w a r d e d b y le c t u r e r s ; p e r c e p t i o n s o f a n e x c e s s i v e
a m o u n t o f c o n t e n t t o g e t th r o u g h ; p o o r t e a c h i n g , e s p e c i a l l y a l a c k o f
f e e d b a c k o n l e a r n i n g ; a n d a p e r c e p t i o n t h a t y o u h a v e n o c o n t ro l o v e r o r
i n d e p e n d e n c e i n l e a r n i n g .
O n t h e o t h e r s i d e o f t h e c o in , d e e p a p p r o a c h e s a r e a s s o c i a t e d w i t h
b e i n g c l e a r a b o u t w h a t y o u h a v e t o k n o w o r w h a t y o u d on ' t h a v e t o
k n o w ; w i t h l o n g -t e rm , a c t iv e e n g a g e m e n t w i t h t h e c o n t e n t , w i t h s t im -
u l a t i n g a n d i n s p i r in g t e a c h in g , w i t h b e i n g t a u g h t b y s t a ff w h o c a r e
a b o u t w h a t y o u a r e l e a r n i n g a n d a b o u t y o u a s a s tu d e n t , a n d w i t h
p e r c e p t i o n s o f i n d e p e n d e n c e a n d r e s p o n s i b l e c h o i c e o v e r l e a rn i n g .
A s u r f a c e a p p r o a c h t o l e a r n i n g i s l i k e l y to b e t h e r e s u l t w h e r e
t e a c h i n g d r a w s o n w h a t c o u l d b e s t y l e d a d u a l i s t e p i s t e m o l o g y , o n e i n
w h i c h k n o w l e d g e i s s e e n a s a n e n t i t y d i s t i n c t f r o m t h e p e r s o n w h o
k n o w s i t , a n d w h e r e t h e o r y a n d p r a c ti c e o c c u p y s e p a r a t e c o m p a r t-
m e n t s ( E l b e , 1 9 8 8 ; R a m s d e n , 1 9 9 3 b ) . T h e r e i s a c o n t r a r y d i s c o u r s e i n
w h i c h t h e c u r r i c u l u m d o e s n o t h a v e t o b e c o n c e i v e d a s a t ak e n - f o r-
g r a n t e d b o d y o f s k i ll s a n d k n o w l e d g e . I t m a y b e u n d e r s t o o d i n a n o n-
d u a l i s t w a y a s s o m e t h i n g t h a t i s c o n s t i t u t e d i n th e s o c i al i n t e r a c t i o n
b e t w e e n s t u d e n t s a n d t ea c h er s . K n o w l e d g e is g iv e n n e w m e a n i n g b y
e a c h n e w l e a rn e r . T h i s m o d e l r e p r e s e n t s a v ie w o f t e a c h i n g a s a k i n d o f
c o n v e r s a t i o n b e t w e e n t e a c h e r s a n d t a u g h t . T e a c h i n g i s a b o u t h e l p in g
t o m a k e l e a r n i n g p o s si b le .
T h e r e i s a c o n n e c t io n , th e n , b e t w e e n s t u d e n t s ' l e a r n i n g o f p a r t i c u l a r
c o n t e n t a n d t h e q u a l i t y o f o u r t e a c h i n g o f t h a t c o n t e n t . A re c e n t
i n v e s t i g a t i o n o f A u s t r a l i a n s t u d e n t s ' e v a l u a t i o n s o f t h e i r c o u r s e s p ro -
v i d e s s o m e i n s i g h t s i n t o th i s c o n n e c t i o n b e t w e e n t e a c h i n g a n d l e a r n -
i ng . D u r i n g 1 9 89 , a C o u r s e E x p e r i e n c e Q u e s t i o n n a i r e ( C E Q ) w a s
t e s t e d i n 5 0 i n s t i t u t i o n s , t h e t o t a l s a m p l e c o m p r i s i n g n e a r l y 4 , 5 0 0
s t u d e n t s i n a r a n g e o f s u b j e c t a r e a s ( i nc l ud i ng h u m a n i t i e s , n a t u r a l
s c ie n c e s , so c ia l s ci e nc e s , a n d p r o f e s s i o n a l p r o g r a m s s u c h a s m e d i c i n e ,
e n g i n e e r i n g , a n d a c c o u n t i n g ) a s p a r t o f a t r i a l o f p e r f o r m a n c e i n di ca -
t o r s (L i n k e , 1 9 91 ; M a t h e w s , B r o w n & J a c k s o n , 1 9 90 ; R a m s d e n , 1 99 1).
T w o i m p o r t a n t o u t c o m e s fr o m t h i s s t u d y a r e r e l e v a n t t o o u r c o n ce r n s
h e r e .
T h e f i r s t i s t h a t s t u d e n t s ' p e r c e p t i o n s o f t h e r e l a t i v e q u a l i t y o f t e a c h -
i n g v a r y b y f i e ld o f s t u d y . F i e l d s o f s t u d y s u c h a s m e d i c i n e a n d e n g i-
n e e r i n g a r e r a t e d b e l o w av e r a g e , n a t u r a l s c ie n c e s a r e a b o u t a v e r a g e ,
w h i l e h u m a n i t i e s a n d v i s u a l a r t s a r e r a t e d a b o v e a v e r a g e. D i ff e re n c e s
i n p e r c e i v e d t e a c h i n g q u a l i t y w e r e q u i t e l a rg e a n d t h e y a r e c o n g r u e n t
w i t h t h e f i n d i n g s o f o t h e r i n v e s t i g a t i o n s . T h e r e w e r e a l s o d i f f e re n c e so b s e r v e d w i t h i n t h e f i e ld s o f s t u d y . E l e c t r i c a l e n g i n e e r i n g w a s t y p -
7/28/2019 Ramsden 1994 Current Challenges to Quality in Higher Education
i c a l ly r a t e d l o w e r t h a n o t h e r b r a n c h e s o f e n g i n e e r i n g , f o r e x a m p l e , a n d
p s y c h o l o g y l o w e r t h a n o t h e r s o c ia l s ci e nc e s .
T h e s e c o n d m a i n f i n d i n g is t h a t d i f f e r e n c e s i n s t u d e n t s ' e v a l u a t i o n s
e x i s t w i t h i n s u b j e c t a r e a s a n d d i s c ip l in e s . I n t h e C E Q s t u d i e s , t h e r e
w e r e e x c e l le n t , a v e r a g e , a n d p o o r e x a m p l e s o f t e a c h i n g w i t h i n s o c ia l
s c ie n c e s, m e d i c in e , e n g i n e e r i n g , a n d s o o n . S t a t i s t i c a l l y s p e a k i n g , t h e
f e w e x t r e m e d e p a r t m e n t s a t e a c h e n d o f t h e d i s t r i b u t io n d if fe r f r om
t h o s e a t t h e o t h e r e n d b y fr o m o n e to tw o s t a n d a r d d e v i a t i o n s : c er-
t a i n l y a f o rm i d a b l e v a r i a t i o n , w h o s e v a l i d i t y w a s c o n f i r m e d b y in t e r-
v i e w a n d g r a d u a t e s u r v e y d a t a ( se e R a m s d e n , 1 9 90 & 1 99 1) .
I t m a k e s s e n s e , t h e n , t o t a l k a b o u t t h e r e l a t i v e e f f e c t i v e n e s s o f
t e a c h i n g b o t h a t t h e l e v e l o f p r o g r a m s a n d a t t h e l e v e l o f t h e i n d i v i d u a l
t e a c h e r .
R e s p on d i n g to C h a l l en ge s
Teaching to Enhance Learning
O n e m o d e l o f u n i v e r s i t y t e a c h i n g , e n s h r i n e d i n a sp e c i a l p l a c e is
e s s e n t i a l l y a l e c t u r e r - d o m i n a t e d o n e . T h e t e a c h e r i s a t r a n s m i t t e r o f
i n f o r m a t i o n w h i c h t h e s t u d e n t s l a t e r p r o c e s s i n d e p e n d e n t l y ( or n o t, a s
t h e c a s e m a y b e ). L e c t u r e s a r e p o s s i b l y t h e s a f e s t a n d e a s i e s t m e t h o d o f
t e a c h i n g . T h e y t a k e e f fo r t t o p r e p a r e t h e f i r s t t i m e , b u t t h e y a r e
e m i n e n t l y r e c y c l a b l e . T h e l e c t u r e r s t a y s i n c o n t r o l t h r o u g h o u t . T h e
h a r d a n d r i s k y p a r t s o f t e a c h i n g l i k e e n g a g i n g i n a d i a lo g u e w i t h
s t u d e n t s a n d t a k i n g r e s p o n s ib i l it y f or h e l p i n g t h e m t o l e a r n a r e
l a r g e l y a v o i d e d . I f t h e s t u d e n t s d o n o t l e a r n , i t i s t h e i r f a u l t a l o n e .
F r o m t h e p o i n t o f v i e w o f t h i s m o d e l , t h e p r o b l e m o f q u a l i t y i n t ea c h -
i n g , e v e n f o r l a r g e c l a s s e s , c a n b e s o l v e d t e c h n o l o g i c a l l y . T h e i n f o r m a -
t io n m u s t b e d e l i v e re d t o m o r e s t u d e n t s , u s i n g d e v ic e s s u c h a s r e p e a t e d
l e c t u r e s , v i d e o t a p e s , l a r g e r l e c t u r e t h e a t e r s , o r m u l t i m e d i a p r e s e n t a -
t io n s . T h i s m o d e l o f t e a c h i n g a p p e a r s t o d r a w o n a d u a l i s t e p i s t e m o l -
o g y , r e f e r r e d t o a b o v e ( s e e M a r g e t s o n , i n p r e s s f o r a d i s c u s s i o n o f t h e
s i g n i f i c a n c e o f t h e d u a l i s t c o n c e p ti o n ).
F r o m t h e p e r s p e c t i v e o f t h e a l t e r n a t i v e e p i st e m o l o gy , t h e p r o b l e m o f
l a r g e c l a s s e s i s n o t s o v e r y d i f f e r e n t f r o m t h a t o f s m a l l c l a s s es : i t i s h o w
t o r e l a t e t o s t u d e n t s a n d h o w t o e n g a g e t h e m i n l ea r n in g . T h e r e a r e
d o z e n s o f d i f f e r e n t p o s s ib l e a p p ro a c h e s . W h a t i s r e q u i r e d i s t e s t i n g o u t
i d e a s fo r t e a c h i n g i n p r a c t ic e , a n d a p p l y i n g k n o w l e d g e o f e d u c a t i o n a lp r i n c i p l e s i n a n e n t e r p r i s i n g w a y . I t e n c o m p a s s e s a c y c l e o f c o n t i n u o u s
7/28/2019 Ramsden 1994 Current Challenges to Quality in Higher Education
Current Challenges to Quality in Higher Education 181
i m p r o v e m e n t i n q u a l i t y , s i nc e le a r n i n g h o w to i m p r o v e s t u d e n t s ' e x pe -
r i e n c e s o f l e a r n i n g i s a p r o c e s s t h a t n e v e r e n d s . T e a c h e r s w h o t h i n k
l i k e th i s a r e n o t o n l y m o r e s a t i s f i e d t e a c h e r s ; t h e y a r e a b l e t o u s e t h e i r
k n o w l e d g e o f e d u c a t i o n a l p r i n c i p l e s t o c o p e w i t h n e w a n d d i ff i c u lt
e d u c a t i o n a l p r o b l e m s .
E f f e ct iv e u n i v e r s i t y t e a c h e r s a r e a d a p t i v e t o th e c h a n g e d c ir cu m -
s t a n c e s t h a t l a r g e r c l a s s e s b r i n g . B u t t h e s k i l l s t h e y p o s s e s s a r e d i f f i -
c u l t t o a c q u i r e , a n d d i f fi c u lt t o p ra c t ic e . T h i s i s w h y I b e l i e v e t h a t
t e a c h i n g i n h i g h e r e d u c a t i o n m u s t b e s e e n a s a h i g h l y p r o f e s s i o n a l
a c t i v i t y . I f i t i s a p r o f e s s i o n a l a c t i v i t y , c e r t a i n a d d i t i o n a l t h i n g s f o ll o w .
P r o f e s s i o n a l t e a c h i n g w a r r a n t s a p r o f e s s i o n a l a p p r o a c h t o i t s e v a l u a -
t io n , b a s e d o n o u r u n d e r s t a n d i n g o f h o w a s s e s s m e n t i n f l u e n c e s le a rn -
i n g . I t a l s o d e m a n d s p r o f e s s i o n a l e d u c a t i o n a l l e a d e r s h i p . T h e s e p o i n t s
w i l l b e t a k e n u p s h o r t l y b u t l e t m e f i rs t e x p a n d o n m y p a s s i n g r ef e r-
e n c e t o e d u c a t i o n a l p r i n c i p l e s .
R e s e a r c h f ro m s e v e r a l d i f f e r e n t s t a n d p o i n t s , i n c l u d i n g s t u d i e s o f
s c h o ol t e a c h i n g , h a s i d e n t i f i e d s o m e o f t h e i m p o r t a n t p r o p e r t i e s o f g o o d
t e a c h i n g ( s u m m a r i z e d i n R a m s d e n , 1 9 9 2 ) . L e t m e f r a m e t h e s e a s s i x
p r i n c i p l e s w h i c h w i l l b e a d d r e s s e d h e r e b r i e f l y ( fo r d e t a i l s e e R a m s d e n ,
1 9 9 3 a )
Princ ip le 1: In teres t and explanat ion . A f a c i l i t y f o r g i v i n g c l e a r
e x p l a n a t i o n s o f c o m p l e x s u b j e c t m a t t e r i s a m a n d a t o r y p a r t o f a l ec -
t u r e r ' s r e p e r t o i r e . I t i s e v i d e n t t h a t t h i s f a c i l i t y c a n b e l e a r n e d ( s e e
B r o w n , 1 97 8) . E v e n m o r e i m p o r t a n t t h a n c l ea r e x p l a n a t io n w o u l d
a p p e a r t o b e t h e r e l a t e d a b i l i t y t o m a k e t h e m a t e r i a l o f a s u b j ec t
g e n u i n e l y i n t e r e s t i n g , s o t h a t s t u d e n t s f i n d it a p l e a s u r e t o l e a r n i t.
W h e n o u r in t e r e s t i s a r o u s e d i n s o m e t h in g , w e e n jo y w o r k i n g h a r d a t
i t. W e c o m e t o f ee l t h a t w e c a n i n s o m e w a y o w n i t a n d u s e i t t o m a k e
s e n s e o f t h e w o r l d a r o u n d u s .
Princ ip le 2: Concern and respec t for s tudent s and s tudent l earn-
ing. G o o d t e a c h i n g i s n o t h i n g t o d o w i t h f r i g h t e n i n g s t u d e n t s , o f
s h o w i n g t o u g h n e s s , s t r i n g e n c y , a n d i n f l e x i b il i ty i n t h e f a c e o f s t u d e n t
m y s t i f ic a t io n ; a n a p p r o a c h w h i c h a p p e a r s t o b e p a r t o f t h e e d u c a t i o n a l
c u l t u r e o f s o m e d i sc i p li n e s , n o t a b l y e n g i n e e r i n g a n d m e d i c in e . I t is
e v e r y t h i n g t o d o w i t h b e n e v o l e n c e a n d h u m i l i t y ; i t a l w a y s t r i e s t o h e l p
s t u d e n t s f e el t h a t a s u b je c t c a n b e m a s t e r e d ; i t e n c o u r a g e s t h e m t o t r y
t h i n g s o u t f o r t h e m s e l v e s a n d s u c c e e d a t s o m e t h i n g q u i c k l y ; i t h e l p s
s t u d e n t s t o b e a d v e n t u r o u s i n t h e i r l e a r n i n g b y o f fe r in g a se c u r ee m o t i o n a l c l i m a t e t o c o m e h o m e t o (s e e E b l e , 1 98 8). R e l a t e d t o g e n e r -
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o s i t y a r e h o n e s t y a n d i n t e r e s t i n t e a c h i n g , v e r s a t i l i t y i n t e a c h i n g
s k i ll s , a n d a v a i l a b i l i t y t o o u r s t u d e n t s . T e a c h i n g l i k e t h i s, t h e r e f o r e ,
r e q u i r e s d e v e l o p i n g a k e e n i n t e r e s t i n w h a t i t t a k e s t o h e l p o t h e r
p e o p l e l e a rn ; i t im p l i e s p l e a s u r e i n t e a c h i n g a n d a s s o c i a t i n g w i t h
s t u d e n t s , a n d d e l i g h t i n i m p r o v i s in g . I t is f u t i l e to p le a d t h a t t h e s e
t h i n g s a r e i m p o s s i b l e t o a c h i e v e in a c l i m a t e o f t i g h t r e s o u r c e s a n d a
r e q u i r e m e n t t o b e a c c o un t a b le . I f w e w a n t h i g h q u a l i t y t e a c h i n g a n d
l e a r n in g , w e c a n n o t d o w i t h o u t t h e m .
Princip le 3: Approp r ia te assessm ent a nd feedback. S e t t i n g a p p r o pr i-
a t e a s s e s s m e n t t a s k s , a s s t u d i e s o f s t u d e n t s ' e x p e r i e n c e s s h o w , is a
d i f fi c u lt b u t c r u c ia l s k i ll . I t i m p l i e s q u e s t i o n i n g i n a w a y t h a t d e m a n d s
e v i d e n c e o f u n d e r s t a n d i n g , t h e u s e o f a v a r i e t y o f t e c h n i q u e s f o r d is c ov -
e r in g w h a t s t u d e n t s h a v e l e a rn e d , a n d a n a v o i d a n c e of a n y a s s e ss -
m e n t s t h a t r e q u i r e s t u d e n t s t o ro t e - l e a r n o r m e r e l y t o r e p r o d u c e d e t a i l.
~ Q u a l i t y o f a s s e s s m e n t p r o c e d u re s " w a s o n e o f t h e k e y f e a t u r e s o f g o od
t e a c h i n g a s p e r c e i v ed b y s t u d e n t s n o t e d i n M a r s h ' s r e v i e w o f t h e
s t u d e n t e v a l u a t i o n l i t e r a t u r e ( M a r s h , 1 9 8 7 )
G i v i n g g e n u i n e l y h e l p f u l f e e d b a c k o n s t u d e n t s ' w o r k i s a n e q u a l l y
e s s e n t i a l c o m m i t m e n t . T h e q u e s t i o n w h i c h d i f f e r e n t i a t e d m o s t e f f e c -
t i v e l y b e t w e e n t h e b e s t a n d w o r s t co u r se s in o u r A u s t r a l i a n t e a c h i n g
p e r f o r m a n c e i n d i c a t o r s t u d y w a s c o n c e r n e d w i t h t h e q u a l i t y o f f ee d -
b a c k o n s t u d e n t s ' p r o g r e s s
Principle 4: Clear goals and in tel lectual challenge. R e s e a r c h i n t o
e f f e c ti v e s c h o o l in g o v e r w h e l m i n g l y s h o w s t h a t c o n s i s t e n t l y h i g h a c a-
d e m i c e x p e c t a t i o n s a r e a s s o c i a t e d w i t h h i g h l e v e l s o f p u p i l p e rf o r-
m a n c e . L e c t u r e r s i n h i g h e r e d u c a t i o n s h o u l d f i n d t h i s a s p e c t o f
e f f ec t iv e t e a c h i n g r e l a t i v e l y s t r a i g h t f o r w a r d . W h a t t h e y a r e l i k e l y t o
h a v e m o r e d i f fi c u lt y w i t h i s e x p la i n i n g t o s t u d e n t s w h a t m u s t b el e a r n e d i n o rd e r to a c h i ev e u n d e r s t a n d i n g a n d w h a t c a n b e l e ft o u t fo r
t h e t i m e b e i n g . B r e a k n e c k a t t e m p t s t o ~ c ov er t h e g r o u n d " i n t h e
a b s e n c e o f a c l e a r s t r u c t u r e f o c u s e d o n k e y c o n c e p ts c r e a t e s t u d e n t
c o n f u s i o n a n d d e a d e n s t u d e n t e x c i t e m e n t .
Princ iple 5: Indepen dence, control, an d active learning. H i g h q u a l i t y
t e a c h i n g i m p l ie s a r e c o g n it io n t h a t s t u d e n t s m u s t b e e n g a g e d w i t h t h e
c o n t e n t o f l e a r n i n g t a s k s i n a w a y t h a t is li k e ly t o e n a b l e t h e m t o r e a c h
u n d e r s t a n d i n g . A c o n s e q u e n c e i s t h a t c o n t r o l o v e r l e a r n i n g s h o u l dr e s i d e b o t h w i t h t h e t e a c h e r a n d w i t h t h e s t u d e n t .
7/28/2019 Ramsden 1994 Current Challenges to Quality in Higher Education
Current Challenges to Quality in Higher Education 183
T h e s ig n i fi c a n ce o f i n d e p e n d e n c e a n d c h o ic e e m e r g e s r e p e a t e d l y i n
r e s e a r c h o n s t u d e n t r a t i n g s a n d p e r c e p t io n s o f f a v o ra b l e a c a d e m i c
e n v i r o n m e n t s , a t h i g h e r e d u c a t i o n a n d u p p e r s e c o n d a r y e d u c a t i o n
l ev e ls . Y e t m o s t p r e v a i l i n g s y s t e m s o f l e a r n i n g i n h i g h e r e d u c a t i o n
a d o p t m a s s p r o d u c t i o n s t a n d a rd s ; t h e y h a n d l e e a c h i n d i v i d u a l s t u d e n t
i n t h e s a m e w a y , e v e n t h o u g h w e k n o w f or c e rt a in t h a t t h e y o p e r a te i n
d i f fe r e n t w a y s . A c ti v e e n g a g e m e n t , i m a g i n a t i v e i n q u i r y a n d t h e f i nd -
i n g o f a s u i t a b l e l e v e l a n d s t y l e a r e a l l m u c h m o r e l i k e l y to o c c u r i f
t e a c h i n g m e t h o d s t h a t n e c e s s i ta t e s t u d e n t a c t iv i ty , s t u d e n t p ro b l e m -
s o l v in g a n d q u e s t io n - a s k in g , a n d c o o p e r a ti v e l e a r n i n g a r e e m p l o y e d .
R e c e n t l y , T a n g (1 99 0 ) h a s r e p o r t e d p o s i t i v e e ff e ct s f o r h i g h e r e d u c a t i o n
s t u d e n t s w h o c o o p e r a te d i n g r o u p d i sc u s s io n s in p r e p a r i n g f o r a s si g n -
m e n t s . T h e y p e r c e iv e d th e i r a c t i v it y to b e u s e f u l f or u n d e r s t a n d i n g t h e
c o n t e n t t o b e l e a r n e d a n d t h e y u s e d d e e p a p p r o a c h e s to l e a r n i n g i t.
Principle 6: Learning from students. N o n e o f t h e f o r e g o i n g p ri n c i-
p l e s i s s u f f i c i e n t f o r g o o d t e a c h i n g . E f f e c ti v e t e a c h i n g r e f u s e s t o t a k e
i ts e f fe c t o n s t u d e n t s f o r g r a n t e d . I t s e es t h e r e l a t i o n b e t w e e n t e a c h i n g
a n d l e a r n i n g a s p r o b le m a t i c , u n c e r t a i n , a n d r e l a ti v e . G o o d t e a c h i n g is
o p e n t o c h a n g e ; i t i n v o l v e s c o n s t a n t l y t r y i n g t o f i n d o u t w h a t i t s e ff e c ts
a r e o n l e a r n i n g , a n d m o d i f y i n g t e a c h i n g i n t h e l i g h t o f t h e e v i d e n c e
co l l ec t ed .
Evaluating Quality
T h e s e c on d c h a l l e n g e a d d r e s s e d h e r e i s s o m e t i m e s s t a t e d a s " H o w
c a n w e a s s e s s t h e e f f e c ti v e n e s s o f u n i v e r s i t ie s , r e w a r d h i g h q u a l i t y ,
a n d p e n a l i z e p o o r q u a l i ty ? " A b e t t e r d e f i n i t i o n w o u l d b e ~ W h a t d o e s i t
t a k e t o im p r o v e t h e q u a l i t y o f l e a r n i n g a n d t e a c h i n g i n h i g h e r e d u c a-
t io n ? " T o a s s e s s b o t h s t u d e n t s a n d u n i v e r s i t i e s e f f e c ti v e ly , w e n e e d t o
f oc u s o n w h a t m a t t e r s m o s t o f a l l - t h e p ro c es s of c h a n g e t h a t w e c a lll e a rn i n g . T h e a c cu r ac y w i t h w h i c h w e m e a s u r e a n d r e w a r d l e a r n i n g i s
a n i m p o r t a n t c o n s i d e r a t io n b u t i t o u g h t to b e s u b o r d i n a t e t o t h e l e ar n -
i ng i t s e l f .
T h e r e i s a b r o a d t h e f a i n t l y r is ib l e n o t i o n t h a t t h e r e e x i st s i n o u r
i n s t i t u t io n s o f h i g h e r e d u c a t io n a l a rg e n u m b e r o f u n d e r p e r f o r m i n g
l e c t u r e r s w h o , w e r e t h e y b u t g o a d e d b y t h r e a t s a n d p r o m i s e s, w o u l d
s o m e h o w m a g i c a l l y b e c o m e g o o d t e a c h e r s . A d o p t i n g t h i s s t a n d o n e i s
l i k e ly t o e m p l o y t h e r i t u a l t o k e n s o f e v a l u a t i o n s u c h a s i n t e r - le c t u r e r
c o m p e t i t io n t o b e a g o o d t e a c h e r , s t a n d a r d i z e d m e a s u r e s o f l e c t u r i n ge f f e c ti v e n e s s , a n d r a n k i n g p e o p l e o n a s i n g l e s c a le o f t e a c h i n g p e r fo r -
7/28/2019 Ramsden 1994 Current Challenges to Quality in Higher Education
m a n c e . T h e s e h a v e u n f o r t u n a t e s i d e- e ff e c ts o n t e a c h e r s w h o a r e a l-
r e a d y u n d e r p r e s s u r e t o d o m o r e w i t h l e ss : t h e y t e n d t o e n c o u r a g e
t h e m t o im i t a t e t h e s i g n s of g o od t e a c h i n g r a t h e r t h a n r e a l l y to t e a c h
w e l l .
T h e e f f e c t i v e n e s s o f p e r f o r m a n c e a p p r a i s a l a s a m e t h o d o f e n h a n c i n g
t e a c h i n g q u a l i t y i n h ig h e r e d u c a t i o n h a s n e v e r b e e n p ro v e n . I t h a s a
c e r t a i n s y m b o l i c v a l u e , b u t f r o m a p r a c t i c a l p o i n t o f v i e w i t is r a t h e r
d a n g e r o u s b e c a u s e o f i t s u n i n t e n d e d c o n s e q u e n c e s . I t t e n d s t o c r e a te
d e f e n s i v e n e s s a n d c o m p e t i t i o n o v e r m e a n i n g l e s s g r a d i n g s ; i t c a n w a s t e
p e o p l e ' s t i m e ; i t i s s o m e t i m e s a n e x c u s e f o r n o t m a n a g i n g e f f e c t i v e l y .
A t a t i m e o f c r is i s , s u c h a s n o w , w e n e e d t o f o c u s a l l o u r e f f o r t s o n t h e
g o a l o f e n h a n c i n g e x c e l le n c e , r a t h e r t h a n o n i c o n s w h o s e w o r t h i s
q u e s t i o n a b l e .
S o m e c u r r e n t w a y s a t l o ok i n g a t e v a l u a t i o n a n d a p p r a i s a l i n h i g h e r
e d u c a t i o n m a k e t h e s a m e e r r or s a s b a d t e a ch i n g : o v e r l o a d i n g p e o p le
w i t h b u s y w o r k , i g n o r in g t h e m , b e l i t t l in g t h e m , t h r e a t e n i n g t h e m
w i t h s t ic k s a n d c a r r o ts , r e q u i r i n g t h e m t o g u e s s w h a t w i ll a n d w o n ' t be
t e s te d , a n d p r e s s i n g t h e m i n to u n r e a l i s t ic c o m p e t i ti o n w i t h e a c h o t h e r
t o p a s s a s s e s s m e n t s . T h e e f f e c t w i l l b e t h e s a m e o n s t a f f d e v e l o p m e n t
a s i t is o n s t u d e n t l e a r n i n g : i t w i ll b e t o d i s c o u r a g e s t a f f f r o m l e a r n i n g
t o t e a c h b e t t e r . L e a r n i n g t o t e a c h , a f t e r a l l , is a le a r n i n g p r o c e s s in
i t s e l f a n d j u s t t h e s a m e p r i n c i p l e s a p p l y .
E v a l u a t i o n i s n o t f u n d a m e n t a l l y a b o u t m e a s u r i n g , n o r a b o u t s t u d e n t
r a t i n g q u e s t i o n n a i re s , n o r a b o u t n u m b e r s t h a t y o u co l l ec t a t th e e n d o f
a c o u r s e. I t ' s a c t u a l l y a b o u t le a r n i n g : l e a r n i n g f r o m o u r s t u d e n t s a b o u t
h o w w e c a n h e l p t h e m t o u n d e r s t a n d . G o o d t e a c h e r s a n d g o o d d e p a r t -
m e n t s d o t h a t c o n s t a n tl y .
E v a l u a t i o n c o n s i s t s o f o n l y t w o th i n g s . F i r s t , u n d e r s t a n d i n g o n e 's
s t u d e n t s a n d t h e i r l e a r n i n g . S e c o n d , c o m p e t i n g a l l t h e t i m e w i t h o n e -
s e l f i n o r d e r to d o b e t t e r . T h e r e a l l y g o o d t e a c h e r s I k n o w a r e a l w a y s
g e t t i n g b e t t e r t h r o u g h c o m p e t i n g, n o t a g a i n s t a n e x t e r n a l s t a n d a r d o ra g a i n s t t h e i r c o l le a g u e s, b u t a g a i n s t t h e m s e l v e s . T h e y a r e r e a d y a b o v e
a ll to r i s k t h e u n k n o w n b y b o l d l y t h r o w i n g a w a y w h a t d o e s n 't h e lp t h e
s t u d e n t s t o l e a r n a n d t r y i n g s o m e t h i n g n e w . T h e y ' r e a l w a y s re f le c t in g
a b o u t w h a t i s e f fe c t iv e , a l w a y s h o n i n g a n d p o l i s h i n g t h e i r a s s e s s-
m e n t s , t h e i r l a b s, t h e i r l e c t u r e s , a n d t h e i r c o u r s e s. N o t o n l y do t h e y
l i s t e n t o t h e i r s t u d e n t s : t h e y a p p l y w h a t t h e y l e a r n f r o m l is t e n i n g t o
t h e m .
I n th i s d e f i n i ti o n o f e v a l u a t i o n , t h e n , e v a l u a t i n g t e a c h i n g a n d t e a c h -
i n g i t s e l f a r e t w o s i d e s of t h e s a m e c o in . E v a l u a t i o n i s n 't a m e c h a n i s ma d d i t i o n a l t o t e a c h i n g ; i t 's a p r o c e s s o f l e a r n i n g h o w t o t e a c h b e t t e r .
7/28/2019 Ramsden 1994 Current Challenges to Quality in Higher Education
E d u c a t i o n a l l e a d e r s c a n m a n a g e i n a w a y t h a t w i l l e n c o u r a g e s t a f f t o
f o c u s o n t e a c h i n g a n d i t s i m p r o v e m e n t b y m i r r o r i n g t h e e f f e c ti v e
t e a c h e r ' s w o r k w i t h s t u d e n t s . T h i s i n v o l v e s c l e a r g o a l s a n d c r e a t i n g
c h a l l en g e i n a n e n v i r o n m e n t w h e r e p e o p le t a k e r e s p o n s ib i l it y f o r t h e i r
o w n d e v e l o p m e n t . I t i n cl u d e s e n c o u r a g i n g c o o p e ra t io n b e t w e e n p e o p l e
a n d d i s p l a y i n g c o n c e r n a n d r e s p e c t f o r p e o p l e . I t i n v o l v e s g i v i n g a l o t
o f f e e d b a c k a s w e l l a s c o n t i n u o u s l y m o n i t o r i n g t h e e f fe c ts o f o n e 's o w n
a c t i o n s in o rd e r to i m p r o v e t h e m . I t m e a n s e n g a g i n g i n a c o n v e r s a t i o n
o r d i a l o g u e r a t h e r t h a n a t r a n s m i s s i o n p r o c es s . I t i n h e r e s i n t h e r e la -
t i o n sh i p s b e t w e e n p e o p le r a t h e r t h a n i n t h e c h a r a c t e r i s t ic s o f t h e
l e a d e r a n d t h e l ed . T h e d e p a r t m e n t h e a d o r c o u r s e c o o r d i n a t o r n e e d s t o
u n d e r s t a n d s o m e t h i n g a b o u t w h e r e t e a c h e r s a re : he o r s h e s h ou l d, i n
t h e j a r g o n p h r a s e , ~ u n d e r s t a n d t h e n a t u r e o f t h e p a r t i c i p a n t s ' r e a l i t y . "
W h a t t h a t m e a n s i s s i m p l y t h a t t h e h e a d s h o u l d b e r e s p o n s i v e t o t h e
d i f f i c u l t i e s a n d p r o b l e m s t h a t t o d a y ' s u n i v e r s i t y t e a c h e r s f a c e . A c a -
d e m i c le a d e r s n e e d t o u n d e r s t a n d w h a t t h o s e p r e s s u r e s m e a n , p r e fe r a-
b l y b y b e i n g i n v o l v e d i n t h e t e a c h i n g t h e m s e l v e s . A n e f f ec t iv e a c a-
d e m i c l e a d e r a l s o n e e d s t o e x p r e s s t h e v i s i o n o f t e a c h e r s t h r o u g h
r e c o g n i z in g t h e i r i d e a ls , s h a r i n g t h e m , a n d h e l p i n g t h e m t o l e a r n f r o m
e a c h o t h e r . H e o r s h e w i l l a l s o t r y t o r e m o v e i m p e d i m e n t s t o w o r k i n g
e f fe c ti v el y . W h a t a s p e c t s o f t h e d e p a r t m e n t a l c o n t e x t a r e m a k i n g i t
h a r d f o r t e a c h e r s t o do t h e i r b e s t ? H o w c a n t h e y b e c h a n g e d ?
T h i s k i n d o f l e a d e r s h i p w i l l e n c o u r a g e s t a f f t o b e c o m e i n v o l v e d i n t h e
p r o c e s s o f i m p r o v i n g t e a c h i n g ; i t w i l l p r o v i d e a n e n v i r o n m e n t w h e r e
t h e y c a n w o r k t o g e t h e r a s a t e a m . W e k n o w f r om s t u d i es o f s c h o o l
e f f ec t iv e n e s s t h a t p r i nc i p a ls w h o e n c o u r a g e t e a m w o r k a n d p r o m p t
p e o p l e t o w o r k i n a c o o p e r a t i v e w a y h e l p t o c r e a t e a n e n v i r o n m e n t i n
w h i c h t h e s t u d e n t s l e a r n m o r e a n d i n w h i c h t e a c h e r s a n d s t u d e n t s
e n j o y w h a t t h e y a r e d o in g . S c h oo l e f f e c t i v e n e s s r e s e a r c h r e v e a l s t h a t a
v i t a l c o m p o n e n t o f e f f e c t i v e n e s s i s t h e s c h o o l p r i n c i p a l ; i n a g o o d
s c ho o l, w h e r e t h e c h i l d r e n l e a r n a l o t a n d e n j o y t h e i r w o r k , t h e p r in c i-p a l i s t y p i c a ll y s o m e o n e w h o k n o w s w h a t h e o r s h e w a n t s t h e s c ho o l t o
a c h i e v e a n d h e l p s t e a c h e r s t o w o r k t o g e t h e r t o w a r d s h a r e d g o al s. H e o r
s h e is p r im a r i l y i n t e r e s t e d i n s o l v in g e d u c a t i o n a l p r o b l e m s r a t h e r
t h a n a d m i n i s t r a t i v e o n es . H e o r s h e p r o v i d es l e a d e rs h i p t h a t e n a b l e s
s t a f f t o o p e r a t e a s a t e a m . I t s e e m s t o m e t h a t a c a d e m i c l e a d e r s a l s o
n e e d t o l e a r n h o w t o g iv e t h e k i n d o f q u a l i t y f e e d b a c k t h a t t e l l s
s o m e o n e h o n e s t l y w h a t t h e y a r e d o i n g w e l l a s a t e a c h e r a n d w h a t t h e y
m i g h t d o t o o v e rc o m e a n y w e a k n e s s e s . T h e y w i ll a l s o b e c o n t i n u o u s l y
m o n i t o r in g t h e e f fe c ts o f t h e i r m a n a g e m e n t s t r a t e g i e s a n d s t r i v in g t oi m p r o v e t h e m .
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