Pedagogical Analysis

The use of pedagogical techniques to produce learning outcomes for students is the form of producing quality in teaching and learning. It involves several dimensions, including the effective design of content mastery, a variety of learning contexts (including guided independent study and collaborative learning, experimentation, etc.), using feedback, and effective assessment of learning outcomes. It also involves well-adapted learning equipment and student support services. Support for quality teaching takes place at three related levels: At the institution-wide level: including projects such as strategy design, and support to organization and internal quality systems. Program level: consist of actions to measure and enhance the design, content

The notion of curriculum is used in divergent ways both within and across HE systems, and often with- out a shared understanding of its meaning (Fraser and Bosanquet, 2006) and the term is using here in a broad way, to include learning, teaching, through academic support and induction, as well as program contents for learning outcomes. As Berger & Braxton (1998) stated that they view the curriculum as the primary way to engage students both academically and socially, and to build institutional commitment and belonging (Leathwood and O’Connell, 2003; Read et al., 2003; Thomas 2002). The curriculum is usually situated within a discipline, which determines the curriculum contents and the disciplinary norms and expectations that shape the academic culture and values and the ways of teaching and learning which are expected or assumed. A significant factor in students’ success or otherwise in their learning in higher education and in the disciplines is the intention with which they approach their studies (Marton and Saljo, 1976). This affects the degree to which the students engage with their subjects. If they study with a ‘deep’ approach, they are seeking understanding and meaning. Alternatively, with a ‘surface’ approach, students have the intention of rote-learning information, without linking knowledge and understandings. A strategic or achieving approach is one where the intention is to obtain a high grade (Biggs, 1987). Arguably, students who are engaged, deriving meaning and understanding from their studies and therefore demonstrating a deep approach to learning, are more likely to