There are higher education league tables being created in the UK on 'teaching quality' that will be voluntary to join for institutions within Scotland. There are concerns about the data that is used for other tables is only a proxy for teaching quality - it is not actually measuring teaching quality. The data is already in the public domain with the exception of an overall narrative from an institution to contextualise any submission for ranking. The existing data and the narrative will be used as indicative of teaching quality - but those metrics do not measure teaching quality. Is it better to be part of a league table that shows some rank - or not to join and have no rank at all? Would not joining be perceived as a confirmation of sub-standard teaching quality? How much value are prospective students likely to put on such tables? Our institution wants to raise the profile of teaching but is wary of the creation and implications of joining this league table. Any opinions/views?
I think that it would be wise to join, play the game, and try to improve standards from within the system. After more than 20 years of watching the dynamics between educational institutions, the public, and policymakers, the standoffish strategy has produced nothing but catastrophic failure. Educational institutions at all levels are tone deaf when it comes to the policy-making arena. I actually felt sorry for some of the university presidents that I saw in front of the House Appropriations Committee in Texas. They were completely incompetent to testify, worse than a rookie staff member. These systems matter, whether institutions like it or not. If institutions ignore them, they will eventually bite them in the ass (arse).
Hi Joe, this is a useful insight as we need to learn from those who have the knowledge and experience in this area.
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