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The notion of the scholarship of teaching is gaining increasing currency within the HE community.

Identifying and examining interpretations of teaching excellence, this book considers what 'excellent' means and implies for practice. Using as its central case study the practice of the UK's 'excellent' university teachers, as awarded by the National Teaching Fellowship Scheme, it considers their teaching approaches and development plans.

Tackles a subject that is at the heart of higher education: the nature of an E good university. This book proposes that there is a marked lack of intellectual leadership at senior management level within HE institutions and that academic workers must assume responsibility for the moral purposefulness of their institutions.

A good degree opens doors which otherwise might remain closed. Students are expected to demonstrate academic achievement, and capabilities such as 'generic skills' and 'transferable skills'. This book appraises the way in which summative assessment in higher education is approached, and shows that the foundations of the practices are questionable.

Examines whether it is actually possible to mandate, plan, monitor and evaluate the higher education sector's route to the production of educated, innovative, independent, self-determining, critical individuals while at the same time achieving a range of policy goals on the side.

Divided into three parts, this book presents a set of essays each on a set of identities within higher education. It includes responses on these essays from authors speaking from their own professional and scholarly identity perspective; and illustrates perspectives on the identities of students. It is useful students of higher education.

Every business and organization needs to impress stakeholders with its ethics policy. This title examines how this emphasis on ethics by the professional world is impacting universities, institutions that have long been key contributors to ethical reflection and debate, and shapers of ethical discourse.

Considers models of higher education in the UK and the US, and individuals' perceptions about the role of university in society. This book also outlines the intellectual and practical tensions and pressures which come to bear upon higher education institutions. It offers perspectives from British, European, Canadian and North American contexts.