By Heather, Ketteridge, Steve, Marshall, Stephanie Fry

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Additional resources for A Handbook for Teaching and Learning in Higher Education (Fourth Edition)

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He is Director of LLAS, the Centre for Languages, Linguistics and Areas Studies at Southampton and Director of the government-funded Routes into Languages programme. Margaret Kiley is a Visiting Fellow at the Australian National University and has a conjoint position at Newcastle University Australia. Her research and teaching interests are in the area of research education including the examination of doctoral theses, the experience of international students undertaking research degrees and candidates' and supervisors' perceptions of research.

However there are some restraints on autonomy, for example in ensuring accountability for public money. Arguably, such constraints have grown over the last fifty years (Shattock, 2012). Higher education providers employ their own staff and have full autonomy from government over admissions decisions, assessment, the content of programmes, etc. Various professional bodies (such as the General Medical Council) accredit programmes of study, often granting those completing such programmes a ‘licence to practice’.

It will help to demystify some of the national bodies and acronyms in everyday use in institutions. Importantly, it draws attention to different ways in which students now engage with their institutions. Chapter 3 reviews the international dimensions of UK HE from the perspectives of staffing, students and overseas operations. Lastly, Chapter 4 considers success as a university teacher and considers career routes, personal development, rewards for excellence and recognition as an excellent teacher.

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