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Abstract

Excerpt: This invited essay considers how thinking about institutional differences can enhance the scholarship of teaching and learning. It does this by drawing on a recent piece of South African research which used data produced as part of a national process of auditing institutions for quality assurance purposes (Boughey, 2009; Boughey 2010; Boughey & McKenna, 2011a; 2011b). Overwhelmingly, the research revealed that, although universities were paying attention to issues related to teaching and learning (and drawing on literature and research produced as part of the scholarship of teaching and learning to do so), little attention had been given to the way institutional type could, and indeed needed to, impact on teaching and learning and on efforts to enhance both areas.

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