Quality improvement in the TESOL curriculum: a generic benchmarking approach

Neil Moreland (Neil Moreland is Associate Dean, School of Education, University of Wolverhampton, Wolverhampton, UK)
Arif Jawaid (Arif Jawaid is a Research Associate, School of Education, University of Wolverhampton, Wolverhampton, UK)
Jaswinder Dhillon (Jaswinder Dhillon is Subject Leader, TESOL, School of Education, University of Wolverhampton, Wolverhampton, UK.)

Quality Assurance in Education

ISSN: 0968-4883

Publication date: 1 June 2000

Abstract

Whilst there are different types of benchmarking, this article, as a result of our research into TESOL (Teaching of English to Speakers of Other Languages), argues for a type of benchmarking that we call generic benchmarking to help develop quality education. The term generic is used to indicate that this type of benchmark is drawn from a detailed analysis and synthesis of extant literature, leading to the development and codification of quality characteristics and standards for an area. As the approach was used in research in TESOL, the context of the research is provided, as is a worked example drawn from the extensive literature review on planning for TESOL. Possible implications for staff development and curriculum improvement are identified.

Keywords

Citation

Moreland, N., Jawaid, A. and Dhillon, J. (2000), "Quality improvement in the TESOL curriculum: a generic benchmarking approach", Quality Assurance in Education, Vol. 8 No. 2, pp. 57-62. https://doi.org/10.1108/09684880010325484

Publisher

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MCB UP Ltd

Copyright © 2000, MCB UP Limited

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