Abstract
ABSTRACT The 1992–93 session in Scottish universities saw the introduction of the Scottish Higher Education Funding Council's (SHEFC) statutory requirement to introduce quality assessments of teaching and learning. This paper looks at some of the issues that have arisen from the experience of staff at Napier University in terms of being assessed. It focuses on the issues that have arisen from the first and second round of visits to institutions. The key questions and problems associated with the process are considered in the context of the following headings: (1) defining quality; (2) the role of the lead assessor; (3) the framework for the visit; (4) the role of the student; (5) the quality of the reports; (6) the cost benefit analysis. SHEFC's stated aims for assessment are evaluated in the light of the above.
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