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dc.contributor.authorThornton, M.E.
dc.contributor.authorBonner, D.
dc.date.accessioned2008-11-13T09:33:00Z
dc.date.available2008-11-13T09:33:00Z
dc.date.issued2006
dc.identifier.citationThornton , M E & Bonner , D 2006 , ' Enhancing learning and teaching through funded, in-house, learning and teaching projects: A report on a research project ' , Journal for the Enhancement of Learning and Teaching , vol. 3 , no. 1 , pp. 16-29 .
dc.identifier.issn1743-3932
dc.identifier.otherPURE: 105205
dc.identifier.otherPURE UUID: 654bdd71-faaa-4d9e-ba7b-db6c9840b55f
dc.identifier.otherdspace: 2299/2585
dc.identifier.urihttp://hdl.handle.net/2299/2585
dc.description.abstractIn the current quality enhancement climate that dates back to Dearing (NCIHE, 1997), many universities are encouraging their staff to research into their own teaching practice, to innovate and to disseminate new ideas, strategies and resources to their peers, and many provide funding to support such work. This article is in two parts. The first explores the University of Hertfordshire’s (UH) use of in-house funds to support small-scale development projects that are designed to enhance the quality of learning and teaching. It reports research that sought to assess what ‘value-added’ effect such funded projects might have in terms of spread of use, longevity and impact. The second provides a perspective on this research from the Director of Academic Quality (Learning and Teaching).en
dc.language.isoeng
dc.relation.ispartofJournal for the Enhancement of Learning and Teaching
dc.rightsOpen
dc.titleEnhancing learning and teaching through funded, in-house, learning and teaching projects: A report on a research projecten
dc.contributor.institutionSchool of Education
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Education
dcterms.dateAccepted2006
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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