Pedagogy for the depressed: The political economy of teaching development in British universities

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Abstract
This article explores the extent to which current concern with teaching quality in the universities is likely to enhance serious pedagogic development. With particular reference to the Enterprise in Higher Education (EHE) initiatives of the Department of Employment, it suggests that while they may provide valuable incremental activities and useful add-on skills, they never can replace rigorous intellectual training, which occurs only through the medium of academic substance. It is here that teaching development is needed. Clear, creative and critical minds will be needed through the present decade into the twenty-first century, just as much as the more narrowly defined entrepreneurial skills. However, as long as negligible funding is available for teaching development of this kind and as long as no serious incentives exist for academics to devote time and energy to it, little can be hoped for.

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