Teaching for Quality Learning at University

"Biggs and Tang, now with Kennedy, have ensured this new edition remains an international leader for university teaching for the next decade."
Denise Chalmers AM, Emeritus Professor, University of Western Australia, Australia

"This book, a fifth edition, can truly be called a "classic" on the topic of teaching, learning and curriculum design in higher education."
Michael Prosser, Honorary Professorial Fellow, Centre for the Study of Higher Education, University of Melbourne, Australia

"You should be inspired to increase the quality of your teaching, your learning, and your learning about teaching."
John R. Kirby, Professor Emeritus of Educational Psychology, Queen's University, Canada

The concept of constructive alignment has supported generations of students and teachers within higher education. It is a 'backward design' method of teaching where the student outcomes are identified first and the teacher then designs teaching activities to enable students to achieve those outcomes, assessing how well they have been achieved. Each chapter outlines how to design the learning outcomes, teaching and assessments for success in learning.

This updated edition of Teaching for Quality Learning at University:
. Provides a comprehensive, research-based theory of teaching for teacher reflection
. Outlines how educational technology can be used in constructively aligned teaching
. Helps staff developers to provide support for staff and departments in line with institutional policies
. Offers a framework for quality assurance and quality enhancement across a whole institution

Teaching for Quality Learning at University continues to be used as a framework for designing higher education teaching systems globally and is essential reading for those in the field.

John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching. He developed his