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This article reports a study on the effectiveness of university teachers training involving 22 universities in 8 countries. A training group of teachers and their students were studied at the start of their training and one year later. A control group of new teachers received no training and both they and their students were studied in the same way. Evidence is reported of changes over time relating to three measures: (i) student ratings of their teachers using six scales from the Student Evaluation of Educational Quality questionnaire (SEEQ) and the "Good Teaching" scale of the Module Experience Questionnaire (MEQ); (ii) the extent to which teachers described themselves as teacher-focused and student-focused in their approach to teaching, using two scales from the Approaches to Teaching Inventory (ATI); and (iii) the extent to which these teachers' students take a surface approach and a deep approach to learning, using two scales from the MEQ. The article reports evidence of a range of positive changes in teachers in the training group, and in their students, and a contrasting lack of change, or negative changes, in untrained teachers from the control group.

Stresses that mechanisms underlying quality in research have parallels that show how to improve the quality of teaching, learning, and assessment in geography higher education, such as the publication of work outcomes and peer reviews for future funding. Focuses on what needs to change in order to improve the assessment of teaching. (CMK)

Argues that quality in faculty research does not translate directly into quality in teaching, and industrial modes of quality-assurance involving strong central management control are inappropriate for universities. The link between research and teaching is in mechanisms supporting quality. Academics know how to support quality in research; the university must adopt parallel supports for good teaching, especially rewards. (Author/MSE)

Seven suggestions are offered for enhancing the quality of college and university instruction, based on British experience: (1) define excellent teaching; (2) distinguish competence from excellence; (3) weight teaching in balance with research and service; (4) increase teacher sophistication; (5) promote excellent teaching, not just excellent teachers; (6) incorporate promotion; and (7) use incentives. (MSE)