1. Primary processes in higher education: Introduction Berit Karseth September 10 2007

2. From the curriculum of the programme ”The course work in this unit focuses on various aspects of teaching and learning, knowledge production and services in higher education”. Primary processes: teaching, research and service

3. From the Strategic Plan of the UiO 2005-2009 Main areas of activity UiO will strengthen its position as a research university of high international standing. UiO will offer an education that provides graduates with academic competence of a high European standard and gives students a solid foundation for their further development – as professionals in their fields and as members of society. UiO will actively promote the use of researc based knowledge in society and provide the public at large with insight into scientific thought and updated information on research findings.

4. It is also stated in the curriculum that: The topic is approached from a number of perspectives. Main foci are issues of curriculum management and innovation, research management, contract management, equality and quality in higher education, the new modes of teaching, the different roles of teachers and students in teaching and learning, new modes of research, and ICT as a teaching and learning instrument.

5. Main focus is on Micro level? May be?

6. Extracts from assignment Kenya Teacher-centered methods are still predominant in the teaching-learning process. Students have little participation, mostly due to overcrowding in lecture halls and a high teacher to student ratio. ICT is slowly being introduced but restricted due to cost. Most teaching resources and facilities such as books and teaching aids are inadequate. Albania The question of teaching quality is shaped by the financial conditions of the university, the qualification degree of its staff, the type of knowledge transmitted and the objective time that a university needs to adapt its structure and infrastructure to such new and dynamic realities. On the other hand scientific research can improve the teaching quality by providing real possibilities for the academic staff to be engaged in exploring and applying knowledge……

7. Cont. Chana Regrettably, about 60 % of qualified applicants do not gain admission to any tertiary institution in Ghana because of inadequate physical and academic facilities. It is common to see students standing two hours for a lecture in the public universities. How can quality be guaranteed in such a situation? China As far as I am concerned, I feel discontent about Chinese higher education’s teaching manners. My major was law in my previous university. Indeed, law belongs to the social subject category, which needs debating and discussion. But to my disappointment, there are no seminars in our course. All we have to do is to sit at the seat and concentrate on what the teacher is talking about, which always make me feel sleepy and gaze over. Moreover, studying law needs case study and group work. Because we are lack of qualified teacher, 120 people sitting in a classroom and listening to 1 teacher …

8. Fields of knowledge Research Teaching and learning Service, knowledge in use Social and cultural context Academic staffStudents Adm. staff Historical conditions

9. Teaching and learning Content StudentTeacher

10. Research MarketsDiscipline State Profession

11. Research Research and development (R&D) is a rather imprecise term used for activities within relatively undefined boundaries (ibid). In order to be able to make international comparisons of contributions to R&D by various nations, the survey followed the guidelines prepared by OECD, ‘Proposed Standard Practice for Surveys of Research and Development’, better known as the ‘Frascati Manual’ (Larsen and Kyvik 2006, p. 34).

12. We may question whether the Frascati Manual used for surveys of R&D, represents a research concept that covers research and development activities within fields of knowledge that do not represent traditional disciplines. The manual take that it is possible to define a R&D project as basic research, applied research or experimental development for granted.

13. Knowledge in use Information asked for by the state professional expertise Critical engagement

14. Curriculum as a signpost Relations between teaching and research Relations between teaching, learning, assessment Relations between teacher and student Relations between institution and society

15. Literature of the unit Tight, Malcome (2003) Researching Higher education Berkshire: SRHE and Open Unviersity Press. Teaching and learning Course design The student experience Quality System policy Institutional management Academic work Knowledge

16. Critical review of Neumann, T., Parry, S. Becher, T (2002) Teaching and Learning in their Disciplinary Contexts: a conceptual analysis. Higher Education vol 25, no.4 pp.405-417 Kember, D. 2000, Misconceptions about the learning approaches, motivation and study practices of Asian students. Higher Education, 40, 99-121,

17. Guidelines for making a critical review Offer a concise summary of the argument presented Explain how the writers validated her/his argument, for example, what type of evidence they cited, how they cited it (i.e. asserted that the evidence was true, indicated why the believe the evidence was true, relied on quotes/data etc). to demonstrate that their truth is self-evident. Indicate from what position the article appears to have been written, in other words, the assumptions on which it is based and how they predispose the writer to form certain conclusions. Indicate where you agree with the line of analysis presented and state your reasons for doing so. Develop a critique of the article based on either the theoretical assumptions that underpin it, the methodological approach used to include data to substantiate the argument, the policy implications that were drawn, and the omission of issues that you feel are important and that have not been considered. Finally, how does the article fit with your own experiences

18. An example of review guidelines Comments from RefereesReview due: Title: In my view this paper should be placed in the following category: Accept: publish as it stands Accept: but need further work as indicated below Revise and Rebsubmit: the paper is interesting but needs revision. If you undertake the work indicated, then we will send the paper to the same reviewers. X (Major revision) Reject: for reasons indicated below Reviewer's Comments: (continue on the back of this sheet if required) Please Grade each:4 Excellent3 Good2 Fair 1 poor Relevance to the Journal's scope and purpose Quality of ideas, methods, results or substance Quality of writing Reviewer's Comments for Author(s)