Abstract
ABSTRACT This paper takes the view that the problems surrounding the evaluation of university teaching have more to do with the values and structures of the university system rather than of arguments as to whether or not teaching can be evaluated. Following an examination of the value, structural and interpersonal context in which university teaching takes place, an innovation persepective is discussed which explains the process of innovation in terms of the characteristics of the host system. This perspective is then used to assess the acceptability of two broad formal approaches to the evaluation of university teaching: one relating to the evaluation of teachers themselves (‘appraisal’) and the other relating to the evaluation of teaching provision (‘validation’). Although this analysis concludes that appraisal accords more closely with the values and structures of the university system, recent events indicate that universities are having to consider validation as a consquence of earlier failures to evo...
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