(How) Do research and administrative duties affect university professors’ teaching?

We analyze the interaction between university professors’ teaching quality and their research and administrative activities. Our sample is a high-quality individual panel data set from a medium size public Spanish university that allows us to avoid several types of biases frequently encountered in the literature. Although researchers teach roughly 20% more than non-researchers, their teaching quality is also 20% higher. Instructors with no research are 5 times more likely than the rest to be among the worst teachers. Over much of the relevant range, we find a nonlinear and positive relationship between research output and teaching quantity on teaching quality. Our conclusions may be useful for decision makers in universities and governments.

Developing agricultural education in the Republic of Croatia using UK examples

Based on comparisons with the UK and a survey of University level Croatian agricultural students, a model was developed to explore the influence of various factors on successful completion of courses. From a knowledge of significant factors, tutors could predict the probability that new students would be successful and so guide them accordingly. In Croatia, where oral examination methods predominate, many students avoid taking these examinations for several months. It is suggested that three key elements for improving the quality of agricultural studies in Croatia are (i) improving the confidence of the students in conjunction with (ii) a more rigorous, compulsory examination procedure and (iii) a supportive tutorial system.

Vocabulary size revisited: the link between vocabulary size and academic achievement

Many researchers have tried to assess the number of words adults know. A general conclusion which emerges from such studies is that vocabularies of English monolingual adults are very large with considerable variation. This variation is important given that the vocabulary size of schoolchildren in the early years of school is thought to materially affect subsequent educational attainment. The data is difficult to interpret, however, because of the different methodologies which researchers use. The study in this paper uses the frequency-based vocabulary size test from Goulden et al (1990) and investigates the vocabulary knowledge of undergraduates in three British universities. The results suggest that monolingual speaker vocabulary sizes may be much smaller than is generally thought with far less variation than is usually reported. An average figure of about 10,000 English words families emerges for entrants to university. This figure suggests that many students must struggle with the comprehension of university level texts.

A mathematical approach to chemical equilibrium theory for gaseous systems—I: theory

Equilibrium theory occupies an important position in chemistry and it is traditionally based on thermodynamics. A novel mathematical approach to chemical equilibrium theory for gaseous systems at constant temperature and pressure is developed. Six theorems are presented logically which illustrate the power of mathematics to explain chemical observations and these are combined logically to create a coherent system. This mathematical treatment provides more insight into chemical equilibrium and creates more tools that can be used to investigate complex situations. Although some of the issues covered have previously been given in the literature, new mathematical representations are provided. Compared to traditional treatments, the new approach relies on straightforward mathematics and less on thermodynamics, thus, giving a new and complementary perspective on equilibrium theory. It provides a new theoretical basis for a thorough and deep presentation of traditional chemical equilibrium. This work demonstrates that new research in a traditional field such as equilibrium theory, generally thought to have been completed many years ago, can still offer new insights and that more efficient ways to present the contents can be established. The work presented here can be considered appropriate as part of a mathematical chemistry course at University level.

Factors mediating the routinisation of e-learning within a traditional university education environment

Technology-enhanced or Computer Aided Learning (e-learning) can be institutionally integrated and supported by learning management systems or Virtual Learning Environments (VLEs) to offer efficiency gains, effectiveness and scalability of the e-leaning paradigm. However this can only be achieved through integration of pedagogically intelligent approaches and lesson preparation tools environment and VLE that is well accepted by both the students and teachers. This paper critically explores some of the issues relevant to scalable routinisation of e-learning at the tertiary level, typically first year university undergraduates, with the teaching of Relational Data Analysis (RDA), as supported by multimedia authoring, as a case study. The paper concludes that blended learning approaches which balance the deployment of e-learning with other modalities of learning delivery such as instructor–mediated group learning etc offer the most flexible and scalable route to e-learning but that this requires the graceful integration of platforms for multimedia production, distribution and delivery through advanced interactive spaces that provoke learner engagement and promote learning autonomy and group learning facilitated by a cooperative-creative learning environment that remains open to personal exploration of constructivist-constructionist pathways to learning.

The long and the short of it: negotiating the right space for Asian theatre in the university drama curriculum

This article compares two approaches to teaching Asian theatre at undergraduate level in the United Kingdom. One approach samples a variety of different traditions as a means to challenge students to produce performance for a combined audience of hearing and deaf, whereas the other focuses on the effect of exploring one geographical area intensively over the course of one academic year. The article seeks to highlight the merits and pitfalls of both approaches, and questions whether student work that actively questions ethnicity and identity, as well as the tension between innovation and tradition, might be considered diasporic in character.

Interdisciplinarity in teaching: probing urban studies

This article arises from a research project funded by the Subject Centre for Sociology, Anthropology and Politics and a literature review on ‘interdisciplinarity’ commissioned by the Subject Centre for Languages, Linguistics and Area Studies (Chettiparamb, 2007). It attempts to unpack how disciplinarity and interdisciplinarity are created through pedagogy in higher education at the module level while teaching an interdisciplinary subject such as ‘urban studies’. In particular, comparisons are made between the teaching aims and methods in two disciplines: planning and sociology. Comparisons are also made between the approach of two types of universities – a pre-1992 university and a post-1992 university. The article argues that the differences between the universities are more profound than the differences between the disciplines. The research reveals two key findings. In the pre-1992 university case study, even though the ‘contributing’ subject domains of the disciplines are similar, the disciplinary identities are maintained and accomplished in subtle ways. In contrast, in the post-1992 university, disciplinary boundaries are not so purposefully maintained, resulting in the realisation of a different construction of interdisciplinarity.

Boundaries and Bridges: the influence of James Cooksey Culwick on the development of the teaching and learning of music in nineteenth century Ireland

James Cooksey Culwick (1845-1907) was born in England. Trained as chorister and organist in Lichfield Cathedral, he moved to Ireland at twenty- one and remained until his death in 1907. Although his reputation as scholar, musician and teacher was acknowledged widely during his lifetime - he received an honorary doctorate from University of Dublin (1893) - little is known about the contribution he made to music education. This paper addresses this gap in the literature and argues that it was Culwick's singular achievement to pay attention to music pedagogy at secondary level, by recognizing that music could be seen as a serious career option for girls, and by providing resources for teachers which emphasised the development of an 'art-feeling' in pupils of all abilities. In addition, he considered Irish music as an art which had significance as music first, and Irish music second, and advocated a 'laudable tolerance' for opposing views on matters of cultural identity to Ireland at the end of the nineteenth century.

Standards of university teaching

A set of standards is proposed for university teaching. Embedding these within the Higher Education Academy UK Professional Standards Framework (UKPSF) would allow a more robust assessment of whether a university teacher has met a minimum acceptable threshold.

University teaching: recognition and reward

Teaching in universities has increased in importance in recent years which, in part, is a consequence of the change in funding of universities from block grants to student tuition fees. Various initiatives have been made which serve to raise the profile of teaching and give it greater recognition. It is also important that teaching is recognised even more fully and widely, and crucially that it is rewarded accordingly. We propose a mechanism for recognising and rewarding university teaching that is based on a review process that is supported by documented evidence whose outcomes can be fed into performance and development reviews, and used to inform decisions about reward and promotion, as well as the review of probationary status where appropriate.

Using social networking tools for teaching and learning: a perspective of University lecturers and students

The use of online social networking tools (SNTs) has become commonplace within higher education. In this paper a definition and a typology of educational affordance of social networking service (SNS) are presented. The paper also explores the educational affordances whilst examining how university lecturers and students use SNTs to support their educational activities. The data presented here were obtained through a survey in which 38 participants from three universities took part; two universities in Uganda and one in the United Kingdom. The results show that Facebook is the most popular tool with 75 % of participants having profiles. Whilst most participants perceived the educational significance of these tools, social affordances remain more pronounced compared to pedagogical and technological affordances. The limitations of this study have also been discussed.

The Masters in Teaching and Learning (MTL): a retrospective, intrinsic case study of the process of policy into practice and its impact on teacher participants

The research reported here is a retrospective case study of the recent (2010) introduction of the Masters in Teaching and Learning (MTL) as a post-graduate level programme of professional development for teachers. It contributes to the debate and research over the past two decades about the impact of post-graduate professional development and appropriate ways of delivering it. The study is located within an extensive body of literature dealing with the importance of the teaching profession with regard to the success of schools and pupils and the impact of professional development on teaching quality and of teaching quality on attainment. A further relevant context is the ongoing tension between the teaching profession and academics on the one hand and government and political actors on the other, in respect of the approaches to professional development and to the control of educational processes. The research questions which inform the study deal with the perspectives of various participants – policy makers, programme directors, coaches and teachers studying for the MTL – on the extent to which the MTL is likely to have an ameliorative effect on teaching and pupil attainment, their experiences of the process of policy development and their experiences as course participants. The study adopts a case study approach which involves elite interviews with those responsible for the development and implementation of the MTL, questionnaires completed by MTL course participants and a comparison group taking a conventional MA and in depth interviews with participants and coaches. The results revealed tensions and difficulties associated with the development of the MTL including uneasy relationships between HE institutions and government agencies, ideas about ‘producer capture’, the relevance of the MBA model and concern over the role of coaches. However, while acknowledging various difficulties and some misconceived expectations they viewed its potential to meet its expressed aims positively, given time. Course participants were positive about their experience of the MTL and felt that it had contributed to many aspects of their professional development. Most saw it as a positive experience despite the variable quality of support from their schools, particularly in the form of the school-based coach the concept of which had been heralded as the bellwether of the MTL. It was striking that the responses of the MTL participants were very similar to those of teachers taking a conventional MA. A finding which would repay further investigation is that while the great majority of course participants felt that the MTL (and the MA) had contributed to their becoming more effective teachers they were much less confident that it had contributed to increased pupil attainment.