I am intrigued to know whether Stephen Rowland has any experience of university teaching or does he simply research the matter?
Faced with large lecture sizes, a myriad of nationalities, religions and races, and the Quality Assurance Agency, just how does he expect academics to "set a context in which significant questions can be explored (research) and learn from these contexts (as students)"?
I can only guess that University College London must have much lower class sizes or his students come from a more homogeneous Oxbridge-type background.
The sooner teaching is recognised and rewarded in its own right, the better.
Brian Kettell
Senior lecturer
Guildhall University