Never mind the contact width, feel the quality (2 of 3)

August 18, 2011

Paul Ramsden ("When I grow up, I want to be spoon-fed") raises a number of questions, some of which are addressed by Ann Mroz ("Hours and hours of reckoning", Leader, 11 August). However, two things should be at the forefront of this debate: first, it is what students need rather than what they want that is crucial; and second, learning as defined by outcomes (output rather than input) is the way forward.

In the US, the debate about the "credit hour" (input) is under way, as is the role of outcomes. Globally this is the case, too. Most favour outcomes with, of course, students at the heart of the learning experience, but it is what they need that should lead, not just what they want.

Tim Birtwistle, Professor emeritus, law and policy of higher education, Leeds Metropolitan University

You've reached your article limit.

Register to continue

Registration is free and only takes a moment. Once registered you can read a total of 3 articles each month, plus:

  • Sign up for the editor's highlights
  • Receive World University Rankings news first
  • Get job alerts, shortlist jobs and save job searches
  • Participate in reader discussions and post comments
Register

Have your say

Log in or register to post comments

Most Commented

Felipe Fernández-Armesto takes issue with a claim that the EU has been playing the sovereignty card in Brexit negotiations

Female professor

New data show proportion of professors who are women has declined at some institutions

John McEnroe arguing with umpire. Tennis

Robert MacIntosh and Kevin O’Gorman explain how to negotiate your annual performance and development review

Man throwing axes

UCU attacks plans to cut 171 posts, but university denies Brexit 'the reason'

opinion illustration

Eliminating cheating services, even if it were possible, would do nothing to address students’ and universities’ lack of interest in learning, says Stuart Macdonald