Skip to main content | section navigation
You are in :
HEFCE

September 2006/35 (web only)
Good practice
Guidance

This report is for information and guidance


Embedding learning and teaching strategies

An approach to self-assessment by higher education institutions

This good practice guide is intended to help higher education institutions to assess the HEFCE-funded activities that support their learning and teaching strategies, so that they can maximise the impact of those activities and embed them in a sustainable way. Institutions can adapt the self-assessment questions to suit their own context.


To: Heads of HEFCE-funded higher education institutions
Heads of universities in Northern Ireland
Of interest to those responsible for: Learning and teaching, Strategic planning, Finance
Reference: 2006/35
Publication date: September 2006
Enquiries to: Peter Seddon
tel 0117 931 7469
e-mail p.seddon@hefce.ac.uk

Executive summary (read on-line)


Download

Good practice guide

[ MS Word 236K | Zipped Word 77K | Adobe PDF 150K | Zipped PDF 121K ]


Executive summary

Purpose

1.   This good practice guide is intended to help higher education institutions (HEIs) to assess the HEFCE-funded activities that support their learning and teaching strategies, so that they can maximise the impact of those activities and embed them in a sustainable way.

Key points

2.   Through our Teaching Quality Enhancement Fund (TQEF) we are providing funds over the next three years to ensure that strategies for learning and teaching, and the activities to achieve them, become fully embedded within institutions and across the sector (see HEFCE 2006/11).

3.   From 2009-10 we intend to incorporate this funding into mainstream grants for teaching, through a mechanism that supports continuous improvement. We believe the most effective way to achieve this is for HEIs themselves to identify their strengths and areas for development, through self-assessment.

4.   The guide has been piloted with a number of HEIs, and can be adapted to suit different needs and contexts. The primary audiences are those in institutions who are responsible for implementing and managing TQEF-funded activities and learning and teaching strategies more broadly.

Action required

5.   This document is for information and guidance.