Improving University Teaching

Improving University Teaching

A Survey of Programmes in Commonwealth Countries You do not have access to this content

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Commonwealth Secretariat
01 Jan 1978
9781848592711 (PDF)
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  • Preface

    The origin of this publication goes back to the Fifth Commonwealth Education Conference held in Canberra, Australia in 1971. When the Ten-year Review of the Commonwealth Scholarship and Fellowship Plan was being discussed, the subject of unrest and violence on university campuses was very much in the minds of all participants, especially the academics. One of the recommendations which emanated from the Conference called for steps to improve the quality of teaching in universities as one positive way of reducing tensions on campuses.

  • Introduction

    Teaching and Learning constitute the prime concern of any institution devoted to education and the success of such an institution is invariably judged by their effectiveness. However, the only exception to this seem to be the institutions devoted to higher learning particularly the universities. The two functions which characterize a university are research and teaching.

  • Programmes in Australasia

    The early development of the Teaching/Research Units in Australia was fairly chequered, evolving and reorganising to meet new and existing needs of institutions and the staff within them. A typical example is what is now the Centre for the Study of Higher Education at the University of Melbourne.

  • Programmes in Canada

    The information on programmes and centres for instructional development in Canadian Universities included in this section is taken from the Index of Pedagogical Services in Canadian Colleges and Universities compiled by Professor Bruce M. Shore and Miss Janet G. Donald of the Centre for Learning and Development of McGill University. This was published in 1974 and later an Annotated version of the Index was issued in 1976, bringing the material up to date. This is to date the most comprehensive list of such programmes and centres in Canada and includes all tertiary educational institutions even those which do not fall within the scope of this publication.

  • Programmes in the United Kingdom

    Few universities in the United Kingdom have central units or agencies with a comprehensive remit to foster the improvement of teaching and learning. Indeed, until ten years ago most university teachers could call on few resources outside their own teaching departments to aid them in the process of preparation of, or participation in, ã learning situation.

  • Programmes in Developing Countries

    Although almost all universities in the developing countries of the Commonwealth were written to requesting information on any programmes or proposals they had for the improvement of the quality of teaching,the response was very poor. We have included in this section all the positive contributions that we received in response to our questionnaire. They are from the Chinese University of Hong Kong, Universiti Sains Malaysia, the University of the South Pacific, the University of Malawi, the University of Sri Lanka and the University of Zambia.

  • Appendices
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