Quality assessment of teaching: inputs, processes and outputs

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Abstract
The nature of quality in teaching and learning is outlined, as a prelude to a discussion of the processes of quality assessment to teaching being employed by the Higher Education Funding Council for England. Despite claims that the latter defines quality as ‘fitness for purpose’ there are strong indications that ‘quality as standard’ is what is generally being applied. The implications of this procedure are discussed, both generally and for English university departments of geography.

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