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By Heather, Ketteridge, Steve, Marshall, Stephanie Fry

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Stephanie Marshall is Chief Executive of the Higher Education Academy (HEA), a Principal Fellow of the HEA and Professor of Higher Education at the University of Manchester. Previous to joining the HEA Stephanie was Director of Programmes at the Leadership Foundation, where she developed an extensive portfolio of executive leadership programmes and activities. Commencing her career at the University of York, she joined the Department of Educational Studies where she researched and lectured in ‘new forms of teaching and learning’, ‘policy into practice’ and the ‘leadership and management of change’.

Teaching is used here to refer to curriculum design, face-to-face teaching, use of digital technology, assessment and all forms of interaction with students that relate to their academic experience. It is also taken as a given that the purpose of all these activities is to enhance student learning by creating, constructing and facilitating learning environments that students engage with and that will produce informed, analytical, creative and employable graduates. On occasion, ‘teaching’ may be used more broadly to include the supervision of research postgraduates.

But there has also been the sharing of good practice and creative discussion across the university at a grass roots level, and teaching strategies have been created generally through collaborative discussion rather than through top–down command. Specific catalysts have been important. The first was arguably the introduction of the university's first virtual learning environment and the decision to let students be the drivers for its introduction across departments through their demands for parity with the experience of their friends who happened to be taught by more innovative lecturers.

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A Handbook for Teaching and Learning in Higher Education (Fourth Edition) by Heather, Ketteridge, Steve, Marshall, Stephanie Fry


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