What is a ‘low-quality’ course?

Some kind of qualification in animal studies might have discouraged your correspondent from using images of greyhound racing to illustrate this article.

A really good overview of the current position on this important subject with the conclusion being "There is more than one way of looking at / measuring this." Plus the usual conclusion "More research is needed". Perhaps what is needed is more "agreement" on what is "appropriate " rather than "needed". It's funny how internally for each subject they offer, Universities are able to offer grades from 3 to 1 but are not able to compare the quality of the same degree (be it history or maths) between Universities.

If “The proof of the pudding is in the eating”, how good the pudding is at the finish should be measured by how many want to eat it and how much they are prepared to pay for the experience ; comes back to market worth and demand. As the article shows, there are drawbacks to this measure but perhaps the only one measure ... the most arithmeticslly measurable . Basil jide fadipe .

Well at least the guy with a degree in football studies was on the ball with a welll-rounded teamwork-related qualification, pitched at the right point for meeting his goals at a grass-roots level http://fooddeserts.org/images/000SportsFootball.htm

The three major indicators of low quality teaching in any context are: low quality teaching, very little learning and understanding on the part of students and very little or no applicability of course content to issues at the individual, group, community, national or international level/s or any combination of these. At the university level there are lecturers despite all the claims about teaching and teaching universities. This immediately weakens teaching quality. In those universities where students are really learning, it is usually because they have had some previous exposure to the subject matter of the course in their workplaces or by reading before starting their course of studies. In some instances, some lecturers may be explaining the subject matter properly. There are also instances where lecturers may give good real life examples of concepts and ideas that constitute the essence of the course. Each of these dimensions must therefore be evaluated with a survey questionnaire administered to all students when they attend their first class in specific courses. These same questionnaires must be re-administered to the same students at the end of the course before they write end-of-semester examinations. Responses to both questionnaires must be analyzed and compared with so other forms of assessment given for the particular course. Teaching quality has nothing to do with the number of students passing the course of the number of students graduating from a specific program. Other important factors are course structure that is the extent to which successive course topics build on previous course topics and whether or not course objectives are realistic and achievable. Real teachers will always remember the golden rule of teaching...if students or any student did not learn then I did not teach. Real teachers will never blame students for not learning they reflect on themselves and use a different teaching method on the next occasion.

“ This has revealed that there is “gold”-standard teaching across the sector” No, it hasn’t. Anyone who’s read more than a handful of TEF returns would know this isn’t true. In my experience no employer cares about grades - they look at the person, not the qualification. If they filter by grade, I’d advise my best graduates to steer well clear as it’s unlikely they’d be happy at such a place.