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The Teaching Excellence Framework was explicitly introduced as a mechanism to ‘enhance teaching’ in universities. This chapter suggests, however, that the highly complex ‘black box’ methodology used to calculate TEF outcomes effectively blunts its purpose as a policy lever. As a result, TEF appears to function primarily as performative policy act, merely gesturing towards a concern with social mobility. Informed by the data and metrics driven Deliverology approach to public management, I suggest the opacity of the TEF's assessment approach enables policymakers to distance themselves from and sidestep the wicked problems raised by the complicated contexts of contemporary higher education learning and teaching. At the same time, however, I argue that the very indeterminacy through which the framework achieves this sleight of hand creates a space in which engaged teaching practitioners can push through a more progressive approach to inclusive success.

This chapter discusses the institutional contextual narratives provided as part of the evaluation of universities in the Teaching Excellence Framework (TEF) in England. The purpose of the TEF is to allow differentiation between higher education institutions on the basis of teaching quality, but the equality challenge unit has expressed reservations about the TEF’s ability to make sense of, or reflect, diverse student experiences of being taught. The authors follow the methodology of critical policy ethnography using higher education and government policy documents as a field of anthropological data and contend that, in order to understand large-scale transformations, such as the educational experience of students, the authors have to examine the ‘policy field’ and then locate more precise sites, in this case the TEF, for understanding the larger environment. The authors have systematically determined our search terms and used text-mining tools to search all the institutional narratives and obtain a broad ‘policy field’; we then select some key examples to analyse particular cases in more detail. This provides us with evidence from the statements to determine both how the perspective of students has been included in preparing the TEF contextual narratives and how diversity is being addressed.

This chapter provides a look at the experiences of two Teacher Educators in the Field (TEFs) as they work to shift writing instruction in suburban districts across the Houston metroplex. A review of the literature on most promising practices for literacy educators is provided along with narrative interspersion of restoried enactments of TEFs in public education systems serving students in grades 6–12. Our planned and lived experiences were often dissonant due to the complexity of increasingly diverse demographic populations in fast-growing districts who struggled to shift the focus of instruction in correlation to audience. Our stories present focused reflection on the need for additional supports geared toward teacher development, TEF retention, and consistent engagement from campus and district-level administrators.

This study investigates the role of transnational mixed-embeddedness when transnational entrepreneurial firms (TEFs) become internationalized. First-generation immigrant entrepreneurs who maintain business arrangements in their home and host countries own TEFs. In many cases, they internationalize from emerging economies to advanced economies. Nevertheless, this study focuses on TEF cases that internationalize from an advanced to an emerging economy, which prior transnational entrepreneurship studies have largely overlooked.

This research uses a qualitative approach based on six TEF case studies from Canada and the UK venturing into China to explore TEFs' internationalization.

The case studies explore the elements that constitute TEFs' cognitive and relational embeddedness—two main types of embeddedness—in home and host countries and how TEFs exploit such embeddedness for their internationalization. The results suggest that high levels of transnational mixed-embeddedness help TEFs reduce resource and institutional distance barriers in home countries, thereby assisting their internationalization. A framework that visualizes the role of transnational mixed-embeddedness in TEFs' internationalization and novel categorizations of transnational mixed-embeddedness is proposed.

Although there has been a growing demand for research on the emergence of internationalized smaller firms, there have been few empirical efforts on TEFs' internationalization. It is still unclear how TEFs internationalize differently than homegrown entrepreneurial firms. This study fills this gap in transnational entrepreneurship literature by examining the influence of transnational mixed-embeddedness on TEFs' internationalization.

The purpose of this research paper is to discuss a software reliability growth model (SRGM) based on the non‐homogeneous Poisson process which incorporates the Burr type X testing‐effort function (TEF), and to determine the optimal release‐time based on cost‐reliability criteria.

It is shown that the Burr type X TEF can be expressed as a software development/testing‐effort consumption curve. Weighted least squares estimation method is proposed to estimate the TEF parameters. The SRGM parameters are estimated by the maximum likelihood estimation method. The standard errors and confidence intervals of SRGM parameters are also obtained. Furthermore, the optimal release‐time determination based on cost‐reliability criteria has been discussed within the framework.

The performance of the proposed SRGM is demonstrated by using actual data sets from three software projects. Results are compared with other traditional SRGMs to show that the proposed model has a fairly better prediction capability and that the Burr type X TEF is suitable for incorporating into software reliability modelling. Results also reveal that the SRGM with Burr type X TEF can estimate the number of initial faults better than that of other traditional SRGMs.

The paper presents the estimation method with equal weight. Future research may include extending the present study to unequal weight.

The new SRGM may be useful in detecting more faults that are difficult to find during regular testing, and in assisting software engineers to improve their software development process.

The incorporated TEF is flexible and can be used to describe the actual expenditure patterns more faithfully during software development.

Case study research undertaken in Spring 2019 uncovered that only a small percentage of a university workforce were able to engage with a large, influential teaching regulation. This “exclusivity” impacted on the relationships in the academic schools studied and by extension, the capacity that the regulation had to enhance teaching. Key findings included the regulatory agenda elevating the status of some workers while increasing the precariousness of others, an inability to agree on a local definition of excellence and general confusion, ambivalence and disdain surrounding structural and cultural changes.

This chapter uses the example of the English Teaching Excellence Framework, a relatively new centrally imposed quality framework, to explore “frontline” professional services staff as policy actors. This chapter will use the study’s findings to explore the complex identities, tensions, and workplace dynamics of staff working to implement regulation locally and provide a reflection of the case study methodology used to expose these findings. In its exploration of the complex reality of policy enactment, I hope to encourage institutions to consider local engagement with regulation by repositioning them within institutional discourse as opportunities rather than threats. This study should speak to those that are navigating HE governance and management to meet commanding central regulation.

This chapter starts by interrogating the notion of teaching excellence. It then moves on to discussing some of the data sources currently used in Higher Education Institutions (HEIs) to monitor and measure the quality of teaching. What do these sources actually reveal about teaching excellence and how might we make better use of them? From large-scale national censuses like the National Student Survey (NSS) to institutional data sets such as teaching observations, the contribution that each source makes to our understanding of the quality of HE teaching is underexplored and contested. It is argued that there is a need for more transparent debate across HEIs and the sector as a whole about the benefits and limitations of such data as well as greater acknowledgement of the role of collaboration over competition. The chapter concludes that teaching excellence is a marketised misconception of the complex reality of the reciprocal relationship between teaching and learning. Contrary to policy rhetoric and far from encouraging an environment of collegial improvement, it introduces an unhelpful ethos of contrived competition into what is essentially an interdependent relationship underpinned by collective collaboration. It is by focusing attention on the latter where the real gains and insights are likely to be made.

This chapter offers a discussion of the increasingly widespread use of student evaluations in higher education. It critiques the extent to which these student evaluations are now regarded by governments and higher education management as an authoritative source of information on all aspects of HE provision, with a particular focus on their use to rank and evaluate teaching excellence through the Teaching Excellence Framework. It provides an overview of research looking into how student perceptions of teachers' teaching excellence, or otherwise, play out very differently depending on the gender, age and social class of the lecturers doing the teaching. This chapter argues that these differences make it difficult to ensure that students' assessment of higher education teaching are fair and/or consistent with regard to the teaching they are experiencing across different courses, disciplines and institutions. It concludes that acknowledging how inequalities will inevitably play a part in any evaluative processes is a more productive way of thinking about how more informed indices of teaching quality might be more usefully understood and operationalised in higher education. This approach, however, requires HEI's to recognise the ways in which existing racialised, sexualised and gendered patterns reoccur and sustain inequalities currently in the UK higher education sector. (199)

The purpose of this paper is to investigate how to incorporate the exponentiated Weibull (EW) testing‐effort function (TEF) into inflection S‐shaped software reliability growth models (SRGMs) based on non‐homogeneous Poisson process (NHPP). The aim is also to present a more flexible SRGM with imperfect debugging.

This paper reviews the EW TEFs and discusses inflection S‐shaped SRGM with EW testing‐effort to get a better description of the software fault detection phenomenon. The SRGM parameters are estimated by weighted least square estimation (WLSE) and maximum‐likelihood estimation (MLE) methods. Furthermore, the proposed models are also discussed under imperfect debugging environment.

Experimental results from three actual data applications are analyzed and compared with the other existing models. The findings reveal that the proposed SRGM has better performance and prediction capability. Results also confirm that the EW TEF is suitable for incorporating into inflection S‐shaped NHPP growth models.

This paper presents the WLSE results with equal weight. Future research may be carried out for unequal weights.

Software reliability modeling and estimation are a major concern in the software development process, particularly during the software testing phase, as unreliable software can cause a failure in the computer system that can be hazardous. The results obtained in this paper may facilitate the software engineers, scientists, and managers in improving the software testing process.

The proposed SRGM has a flexible structure and may capture features of both exponential and S‐shaped NHPP growth models for failure phenomenon.

This paper focuses on the importance of impact in higher education from a strategic perspective, exploring its value to institutions, learners and prospective students in today’s higher education context, using the UK as a case study. The increasing prominence of impact assessment in higher education is discussed, with consideration given to the operational structures, tools and approaches which can be adopted to monitor and evaluate the impact of any strategic project or initiative introduced by a higher education provider.

This paper presents a strategic view of impact assessment in today’s higher education landscape.

The significance of impact assessment in higher education is discussed from a strategic perspective, drawing upon relevant studies, UK Government policy and initiatives. Consideration is given to the tools and approaches that can be adopted by higher education providers in assessing the impact of any strategic initiatives and projects that have been implemented.

The paper is of value to 'any higher education provider that is currently undertaking, or planning to deliver large-scale strategic projects and initiatives which have been designed to enhance the student learning experience.