... “the education for sustainable development ( ESD ) framework”. However, a growing body of research indicates that UNESCO’s ESD framework, in its current form, fails to appropriately address African nations’ postcolonial issues. Against this context, this systematic review of literature explored the strategies...

... content and support have been altered to meet the needs of particular cohorts. At this level we are looking at the e‐learning experience rather than the content per se. 4. (4) Quality Audit Committee (QAC). QAC undertakes its audit of the developmental process, with external...

...Graham Badley Argues for an eclectic and pragmatic model of academic development. Such a model encourages inquiry into, and conversations about, academic problems and practices. The intention is to produce more or less useful, though tentative, suggestions for action and intervention. These would...

...Malcolm Shaw This article shows how an external policy imperative can be assimilated into the process of managing change within a university. It describes a project‐based approach to develop an understanding of the practical implications and use of programme specifications. It identifies a number...

.... This first part presents a case study where a quality assurance mechanism, in the form of programme validation procedure, prevented the offering of a poorly developed degree proposal. It concludes with the understanding that quality assurance measures were crucial in providing the window of opportunity...

... by the National Committee of Inquiry in Higher Education and the initial development work undertaken by the Quality Assurance Agency to create a policy framework. © MCB UP Limited 1998 Development Higher education Policy Quality assurance United Kingdom The nature of, and conceptual basis...

...: that it is (or should be) educational; and that it is (or should be) developmental. One problem is, however, that what we mean by “educational” is itself an “essentially contested” issue with which the system as a whole as well as individual universities within it appear to be highly uncomfortable. With one or two...

.... In practical terms, this lack of engagement also reflects the fact that these models have seldom been related directly to specific developmental problems. Certainly, there has been little if any attempt to contextualise the problems involved in personal transferable skills development in such a way...

... of the interaction between the assessors and the staff being assessed, and views of the kind of interaction which operates within the assessment team, the way this impacts on the main work of an assessment visit, and an impression of how the assessment process impacts on higher education in a developmental way...

...Priscilla Chadwick As universities become increasingly accountable for the quality of their teaching and learning, alongside the quality of their research, academics need to improve their understanding of the educational process. The traditional response has been to provide staff development...