"Put Teaching on the Same Footing as Research?" Teaching and Learning Policy Review in Hong Kong and the U.S.

Creator

Orlan Lee

Files

Publisher

Arizona State University, University of South Florida

Publication Date

October 2000

Abstract

The Research Assessment Exercises (RAEs) in hugely expanded universities in Britain and Hong Kong attempt mammoth scale ratings of "quality of research." If peer review on that scale is feasible for "quality of research," is it less so for "quality of teaching"? The lessons of the Hong Kong Teaching and Learning Quality Process Reviews (TLQPRs), of recent studies on the influence of grade expectation and workload on student ratings, of attempts to employ agency theory both to improve teaching quality and raise student ratings, and of institutional attempts to refine the peer review process, all suggest that we can "put teaching on the same footing as research" and include professional regard for teaching content and objectives, as well as student ratings of effectiveness and personality appeal, in the process.

Keywords

Education--Hong Kong, Education--United Kingdom

Extent

34

Geographic Location

Hong Kong; United Kingdom

Volume

8

Issue

48

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Identifier

E11-00192

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Lee, Orlan, ""Put Teaching on the Same Footing as Research?" Teaching and Learning Policy Review in Hong Kong and the U.S." (2000). Education Policy Analysis Archives (EPAA). 62.
https://digitalcommons.usf.edu/usf_EPAA/62