Scholarship of Teaching & Learning Publications (2015)

Year Authors  Journal/Book Volume Issue
2015 Hahn,K. & Teferra, D.
Tuning Journal for Higher Education 3 12
Title Tuning as Instrument of Systematic Higher Education Reform and Quality Enhancement reform and Quality Enhancement: The African Experience
Abstract This article explores the state of higher education in Africa as it relates to the experience and lessons learned in the Tuning African higher education project. It analyses the specific African dimension of the methodology, its contribution to the reform efforts in teaching and learning, and the critical issues vital for quality enhancement and harmonization of higher education in Africa.
Keywords: tuning; harmonization; curriculum development; reform; quality; higher education; Africa; regional intergration

Year Authors  Journal/Book Volume Issue
2015 Vithal, R. & Subbaye, R. 
Assessment & Evaluation in Higher Education 42 1
Title Teaching criteria that matter in university academic promotions
Abstract While many universities have taken steps to recognise teaching in academic promotions, debate continues on the teaching criteria to be used and their evaluation. This article analyses the 10 criteria that inform the evaluation of teaching and eventual promotion decisions at a South African university: rationale for teaching, teaching methods, postgraduate supervision, assessment, student evaluations, peer evaluations, ongoing study of higher education, developing courses, sharing teaching experiences and special recognition of teaching. The study investigated which criteria, if any, were significant in the overall evaluation of teaching and in academic promotion outcomes for different rank levels. The unexpected key finding was that each of the criteria demonstrated statistically significant correlations and differences with both teaching evaluations and promotion outcomes. While all 10 teaching criteria mattered in the evaluation of teaching and academic promotion outcomes, postgraduate supervision and sharing teaching experiences were especially important for those who were successful at the rank of full professor. A multidimensional approach that rigorously assesses multiple criteria in evaluating teaching at all rank levels, including the professoriate, contributes to its credence and currency in academic promotions. Analyses of actual assessments of teaching criteria and their relation to promotion outcomes can contribute to consensus on evaluating teaching.
Keywords: university academic promotion outcomes, teaching criteria, evaluating teaching portfolios, higher education

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