Higher education and teaching quality: a conceptual map

Abstract

This article describes briefly, current mechanismsfor quality assurance and control in post-compulsory education in Britain, before providinga conceptual exploration of "teaching quality" inthe context of Higher Education (HE). What do wemean by "quality" and by "teaching quality?" Whatis the difference between 'teaching quality' and`quality assurance?' What is the relationshipbetween 'academic standards' and 'teachingquality' in HE? Distinctions are made betweenintrinsic and extrinsic characteristics of goodteaching and between effective and educativeteaching/learning interaction. Finally, in the contextof good teaching in HE, four interrelated senses of`academic standards' are also distinguished.

Este articulo describe los actuates me-canismos de garantia de la calidad ydel control en la educaciOn pos- com-pulsiva en Inglaterra, para despues ex-plorar conceptualmente el tema de la`calidad de la ensefianza' en el contex-to de la EducaciOn Superior (ES). I,Qudentendemos por `calidad' y `calidad dela enserianza'? i,Cual es la diferenciaentre `calidad de la ensefianza' y la`garantia de la calidad'? i,Cual es larelaciOn entre los `padronesacademicos' y la `calidad de laenserianza' en la EducaciOn Superior?Se realizan algunas distinciones entre lascaracteristicas intrinsecas y extrinsecasde la buena ensefianza de calidad y lainteracciOn de una efectiva y educativaensefianza / aprendizaje. Finalmente, enel contexto de la buena ensefianza en laEducaciOn Superior, se distinguencuatro sentidos interrelacionados de`padrones acaddmicos'.

This article describes briefly, current mechanismsfor quality assurance and control in post-compulsory education in Britain, before providinga conceptual exploration of "teaching quality" inthe context of Higher Education (HE). What do wemean by "quality" and by "teaching quality?" Whatis the difference between 'teaching quality' and`quality assurance?' What is the relationshipbetween 'academic standards' and 'teachingquality' in HE? Distinctions are made betweenintrinsic and extrinsic characteristics of goodteaching and between effective and educativeteaching/learning interaction. Finally, in the contextof good teaching in HE, four interrelated senses of`academic standards' are also distinguished.