Review Article

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Acknowledgments

I would like to acknowledge the great help which I have received in this review article from Professor Stephen Rowland, Dr George Luedekke and—above all—the review editor. However, the views expressed and the responsibility for them are mine.5

Notes

1. It was not seriously attacked until the move to student-centred learning and the advent of problem-based and enquiry-based learning (see Hutchings & O'Rourke, 2002; Savin-Baden & Howell Major, 2004).

2. I recently attended a conference on leadership, where all the participants came from universities but mine was the only paper which dealt with aspects of leadership in universities.

3. The required professionalism is of course in the first place in teaching, but the primacy of learning must never be forgotten. Paradoxically, perhaps one of the greatest changes that has come about recently in the area of teaching and learning is the recognition that teaching and learning are to be cooperatively engaged in by teachers and students; in contrast with the traditional view that the two activities are carried out separately—teaching by teachers and learning by students.

4. Here again we see the inadequacy of English, which sees training and education as opposites, in contrast to the French formation or indeed the German Ausbildung, both of which stress their synthesis.

5. My apologies for the perhaps excessive references to my own work, but they are relevant and this is a review article, not a review.