This subject guide has been developed to provide resources which align with QUT's Teaching Capabilities Framework. QUT's teaching capabilities framework clarifies the approach to Improving Teaching for Learning and encompasses the scholarship of teaching practice across four dimensions. This resource guide addresses the fourth dimension of "Managing for Learning".
Managing teaching and student learning is enhanced by effective administration and organisation of time to plan and generate resources, organise and plan systems and people. It requires an engagement with the policies and organisational priorities that impact on teaching and learning.
The references in this subject guide are only a starting point. There is an extensive range of other resources available on this subject area.
- Books
- Journal Articles or Book Portions
- Internet resources
- Useful Journals
- Conferences
- Related guides/information
Books
| Details | Call number | Description |
|---|---|---|
| Bates, A. (2000) Managing Technological Change : strategies for college and university teachers. San Francisco : Jossey-Bass. | KG 378.00285 18 | Bates provides a wide range of strategies for managing change to ensure the successful use of technology. He suggests strategies for winning faculty support for teaching with technology and provides advice on appropriate decision-making and reporting structures. Other topics covered include reward systems, estimating costs of teaching by technology, and copyright issues. And he details the essential procedures for funding new technology-based systems, managing the technology, and monitoring its ongoing educational effectiveness in anticipation of future changes. |
| Bowden, J. and Marton, F. (1998) University of Learning : Beyond Quality and Competence in Higher Education. London : Kogan Page. | GP 378.001 34 KG 378.001 34 |
This text looks at the theory and practice of learning and how universities can improve their quality and competence. It tackles the past failure of the quality and competence movements and encourages a move towards "university of learning". |
| Brew, A. (1995) Directions in Staff Development. London : Open University Press. | KG 378.125 95 | Examines the current state of the art of staff development and places it in the contexts of other developments in higher education. The contributors explore what constitutes good practice, address new forms of practice, and delineate the problems and present challenges for future staff development. |
| Seldin, P. (1997) The Teaching Portfolio : a practical guide to improved performance and promotion/tenure decisions, Bolton, MA : Anker Publishing Company. | GP 378.1224 1 | This work offers college and university faculty and administrators the kind of practical, research-based information necessary to foster the most effective use of portfolios. |
Journal Articles or Book Portions
| Details | Location | Abstract |
|---|---|---|
| Chizmar, J. (1994) Total Quality Management (TQM) of Teaching and Learning. Journal of Economic Education, 25(2), 179-190. | Online | Focuses on the management function of the teaching and learning process. The article explores : criticisms on the status in the management of undergraduate teaching; calls for greater use of active modes of teaching; the creation of learning communities; increased use of collaboration; and more personal contact between student and faculty. The article applies total quality management principles to the teaching and learning process. |
| Ho, A. (1998) A conceptual change staff development programme : Effects as perceived by the participants. International Journal for Academic Development, 3(1), 24-38. | Online | Traditionally, staff development programmes focus on teaching skills and strategies, attempting to improve teaching through adding extra skills to lecturers' repertoire. In recent years, the conceptual change approach which has its roots in constructivism is gaining more and more attention. This emerging paradigm for staff development has found support in recent research which has collected evidence that a lecturer's conception of teaching plays an important role in his/her decisions about teaching, and that a lecturer's conception of teaching is related to his/her student's studying approaches. The author has attempted to design a conceptual change staff development programme based on conceptual change theories. The strategies developed were the self-awareness process, the confrontation process, exposure to alternative conceptions and the committment building process. This paper discusses participants' reported experience of the programme and their own perception of the impact the conceptual change strategies had on themselves. |
| Ho, A. (2000) A conceptual change approach to staff development : a model for programme design. International Journal for Academic Development. 5(1), 30-41. | Online | With the rapid expansion in tertiary education in the past dexade, coupled with the rising emphasis on accountability, teaching quality has become an important issue in higher education worldwide. The increasing emphases on quality has placed new demands on staff development, in particular to find promising models and methodologies that will guide development approaches. The paper describes an innovative approach to staff development that was synthesized from four theories about conceptual change or change in general. This conceptual change approach is based on the hypothesis that changing teacher's conceptions of teaching towards more elaborated levels will bring about improvement in their teaching practices. A short course derived from this model is outlined. |
| Ramsden, P. and Martin, E. (1996) Recognition of Good University Teaching : Policies from an Australian Study. Studies in Higher Education, 21(3), 299-316 | Online KG Periodical 378 10 |
Describes the results from a national survey of Australian universities' processes of rewarding good teaching and staff opinions about giving more recognition to teaching. It outlines staff perceptions of current perceptions and reactions to a project's proposal to change the current system. |
| Trigwell, K. (2001) Judging University Teaching. International Journal for Academic Development, 6(1), 65-73. | Online | In this paper two recent ideas are used to describe an approach to judging the teaching of individuals or small teams of university teachers. The first idea builds on research which shows that good teaching is oriented towards, and is related to, high quality student learning. The second is that good teaching is scholarly. These ideas are at the heart of what might constitute a description of competence in teaching, and both are underpinned by the realization that teaching involves much more than what happens in a classroom or on-line: it includes planning, compatibility with the context, content knowledge, being a learner, and above all, reflection and a way of thinking about teaching and learning. It is argued that judging good teaching involves the effective application of a combination of these qualitative elements in the teaching approach and the quantitative dimension – about how well the teacher is carrying out this approach. It is also argued that unless the criteria being used to judge university teaching are consistent with the criteria being used to develop teaching (for example through formal teaching in higher education courses) little will be achieved through such activities. |
| Trigwell, K. and Prosser, M. (1996) Changing Approaches to Teaching : A relational perspective. Studies in Higher Education, 21(3), 275-284. | Online | Looks at the conceptions of teaching and learning of a group of first year science lecturers in Australia. The article explores the relation between those conceptions and their approaches to teaching. Relations between conceptions of teaching and conceptions of learning were not so strong, but lecturers with highly developed conceptions of teaching differentiated between teaching and learning in quite different ways to those with less well-developed conceptions. The implications of these results for the practice and development of teaching in higher education are discussed. |
Internet Resources
| Details | Abstract |
|---|---|
| The Teaching Portfolio at Washington State University. | This site outlines a template that can be used in the preparation of a teaching portfolio. It is meant to be an adaptable template and can be modified to suit individual needs. It is designed for use at Washington State University but it is a useful guide for all academic staff. |
| Good Practices in Teaching and Learning. University College Dublin. | The purpose of this web page is to give an introduction to the main concepts and principles in the area of 'Good Practices in Teaching and Learning' in tertiary education. Topics covered include : Deep, surface and strategic approaches to learning; lifelong learning; self-directed learning; curriculum and course design; small and large group teaching, and flexible learning. |
| Sessional Teaching | The Training, Managing and Support Sessional Teaching Staff project was funded by the Australian Universities Teaching Committee (AUTC). The aims of this project were to :
This site provides a number of useful resources, teaching ideas and case studies. |
| Teaching Large Classes | The Teaching Large Classes project was funded by the Australian Universities Teaching Committee (AUTC). The aim of this project was to achieve practical outcomes that lead to the improvement of the quality of teaching and learning in large classes across the Australian University sector. Namely the project was to :
This site provides a number of useful resources, case studies and reports. |
Useful Journals
Scanning the following journals regularly can also uncover some very useful research.
Conferences
The following conferences provide information in the areas of Teaching and Learning in Higher Education. Some of these sites have conference proceedings available.
| Conference | Website |
|---|---|
| HERDSA | |
| Improving Student Learning Symposium. | 2003 - Theory, Research and Scholarship. Available Online. |
| Effective Teaching and Learning Conferences | Home Page - http://www.tedi.uq.edu.au/conferences/ |
| First Year in Higher Education Conference | Home Page for 2003 Conference (links to past years) - http://www.qut.edu.au/talss/fye/home.htm |
| Ascilite Annual Conference | Home Page - http://www.ascilite.org.au/conferences.html |
| Educause Annual Conferences | Home Page - http://www.educause.edu/conference/annual/ |
| Evaluations and Assessment Conference. | 2003 - A Commitment to Quality. http://www.unisa.edu.au/evaluations/ |
Related Guides and Information
There are four other related guides which combine to make the QUT Teaching Capabilities Framework Resource Guide. These are :
- Whole of Framework Resources
- Engaging Learners
- Designing for Learning
- Assessing for Learning
- Scholarship of Teaching
If you have any suggestions for publications which could be included in this guide please contact us.
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