New approaches of educational management

Abstract

As a final reflection, it is strongly suggested that professional development for university teachers should be embedded in an institutional framework for quality teaching or within a university’s teaching and learning strategy. Programmes should also be aligned to teachers’ professional evaluation, recognition and reward of good teaching. Teaching quality has to be assured and enhanced by, in part, the evidences collected and reported from students’ feedback on teaching. The desired institutional learning culture should assure coherence among these diverse institutional programmes aiming at supporting teachers, students, and the enhancement of professional practice. An institutional developmental framework with opportunities for formal and informal training is a suggested approach which will likely engage academic staff in actively pursuing their own personal learning.