The article analyses a national professional learning programme through a social justice lens, drawing on Fraser's framework for social justice and Moje's distinction between socially just pedagogy and pedagogy for social justice. The South African Teaching Advancement at Universities (TAU) Fellowships Programme seeks to advance…

Conversations and networks are essential for transforming academics' teaching practices as learning experiences (Palmer 1993). Yet, there has been little research reporting academics' informal conversations about teaching (Thomson and Trigwell 2018). Teachers will generally access small significant networks (Becher and Trowler 2001) for nuanced…

This paper examines the proposition that the quality of university teaching in the research-intensive university is affected by various compliance demands on academic work that are meant to either enhance or be complementary to teaching. These include holding academics to account for the quality of both research and teaching. Our research aims to…

Assessed the outcomes of a university course on learning to teach in higher education based on a model of teaching-scholarship. Found that after completing the course, participants' thinking about teaching demonstrated greater integration of various aspects of teaching-scholarship. (EV)

Informal interviews with 12 British university department heads investigated attitudes about: the relative importance of research and teaching, both within the department and for individual faculty members; prestige associated with each; the utility of the categories "teaching" and "research" within the discipline; links…