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The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

With reference to selected principles and considerations from the university social responsibility concept, this study aims to discuss aspects of social responsibility from the perspectives of participatory teaching. This study describes the effects that a participatory teaching practice has on the acquisition and dissemination of knowledge and how universities can exercise their social responsibility and influence in this context.

For this study’s argumentation, this study refers to the experiences and findings from a participatory teaching and transfer project (QuaBIS) and a participatory research project ParLink. In QuaBIS, the authors evaluated and descriptively analyzed courses taught by subject matter experts on inclusion and education , then led and evaluated topic-centered interviews, social responsibility, power relations, diversity sensitivity, inclusive university, participatory teaching in ParLink, the authors conducted three focus group discussions that included lecturers with and without attributed learning difficulties, students and other professionals working in the field of education. The group discussions were fully transcribed and analyzed using qualitative content analysis in collaboration with a participatory research group.

The results are classified into micro, meso and macro levels of inclusion-sensitive higher education development. While the micro level focuses on changing practices in the area of university teaching, the meso level highlights structural and cultural changes in inclusive universities. At the macro level, the role of universities in the process of social opening and inclusion is studied.

Participatory teaching projects are only gradually becoming established in the discourse on inclusion-sensitive higher education. This study focuses on participatory teaching as an important contribution to social responsibility by universities and dedicate itself to the mutual transfer process between university and society.

Outlines a series of initiatives at both national and institutional levels which suggest that British higher education is becoming more serious about improving the quality of university teaching. National initiatives include the Teaching Quality Assessment exercise, the Teaching and Learning Technology Programme and the Fund for the Development of Teaching and Learning. The establishment of the Institute for Learning and Teaching in Higher Education is also briefly highlighted. At the institutional level initiatives include the creation of more effective units or centres to promote learning and teaching, many of which intend to offer teacher development programmes accredited by the new Institute for Learning and Teaching. Such units also provide a valuable range of workshops, consultancy and project support in order to help universities improve their understanding of the practice and the theory of teaching in higher education. Many such units also promote research, especially action research, into university teaching and learning.

This paper aims to present the opinions of teaching staff at Spanish universities regarding the relative importance of a number of quality factors, and perceived levels of development of those factors in the context of their work.

The paper takes an empirical approach, with the opinions of teaching staff being collected via questionnaires and by telematic means.

Lecturers surveyed are particularly pessimistic in regard to the conditions in which students enter university, and probably do not share the priorities that education policy authorities and university management bodies proclaim in their discourses and policies.

This research may be supplemented with the use of more qualitative methods and extended to other geographical and cultural contexts.

The opinions of teaching staff comprise useful information for the design of education policies and quality management systems applicable to Spanish universities.

No studies have to date been conducted in Spain to identify the opinions of university teaching staff in regard to determinants of quality. Taken as a whole, the paper enables a diagnostic analysis to be made of university education quality conditions in Spain from the viewpoint of teaching staff.

This study aims to examine and compare faculty perceptions of the process of institutionalizing sustainability, developing sustainability pedagogy and activating key sustainability competencies between the University of Oklahoma (OU) and Arizona State University (ASU).

Semi-structured interviews were conducted with 17 professors in the Department of Geography and Environmental Sustainability at OU and 10 professors in the School of Sustainability at ASU.

The results highlight the complexity of teaching sustainability in an interdisciplinary manner in both programs. Professors are incorporating many of the key competencies of sustainability teaching, but in a patchwork manner that does not necessary follow the comprehensive frameworks from the literature.

The comparative analysis leads to recommendations for teaching sustainability in higher education.

This study contributes to theories of sustainability teaching by identifying gaps between what professors are actually doing and experiencing and a set of best practices from the literature.

The paper aims to disseminate solutions to common problems in student evaluation processes. It proposes that student evaluation can be applied to quality assurance and improving learning and teaching. The paper presents solutions in the areas of: presenting outcomes as performance indicators, constructing appropriate surveys, improving response rates, reporting student feedback to students and student engagement as a feature of university quality assurance.

The research approach of this paper is comparative case study, allowing in-depth exploration of multiple perspectives and practices at seven Australian universities. Process and outcome data were rigorously collected, analysed, compared and contrasted.

The paper provides empirical evidence for student evaluation as an instrument of learning and teaching data analysis for quality improvement. It suggests that collecting data about student engagement and the student experience will yield more useful data about student learning. Furthermore, findings indicate that students benefit from more authentic inclusion in the evaluation process and outcomes.

Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further and apply to their own university contexts.

The paper includes recommendations at the institution- and sector-wide levels to effectively use student evaluation as a university performance indicator and as a tool of change.

This paper fulfils an identified need to examine student evaluation processes across institutions and focuses on the role of student evaluation in quality assurance.

Teaching and unit evaluations surveys are used to assess the quality of teaching and the quality of the unit of study. An analysis of teaching and unit evaluation survey practices in Australian universities suggests significant changes. One key change discussed in the paper is the shift from voluntary to mandatory use of surveys with the results used to assess and reward academic staff performance. The change in the direction is largely driven by the introduction of performance‐based funding as part of quality assurance arrangements. The paper aims to outline the current trends and changes and the implications in the future such as increased scrutiny of teaching and intrusion to academic autonomy.

The paper is based on the analysis of current teaching and unit evaluation practices across the Australian university sector. The paper presents the case of an Australian university that has introduced performance‐based reward using various measures to assess and reward academic staff such as the outcome of student satisfaction surveys. The analysis of external quality audit findings related to teacher and unit evaluations is also presented.

The findings suggest a shift in trend from the use of voluntary to mandatory tools to assess and reward quality teaching. The case of an Australian university outlined in the paper and the approach taken by seven other universities is largely driven by performance‐based funding. One of the key concerns for many in higher education is the intrusion of academic autonomy with increased focus on outcomes and less emphasis on resources needed to produce excellence in learning and teaching and research. The increased reliance on student happiness as a measure of educational quality raises the questions on whether high student satisfaction would strengthen academic rigour and student attainment of learning outcomes and generic skills which are seen as key factors in graduate exit standards.

The renewal of quality assurance and performance‐based funding using student satisfaction as a measure of educational quality will result in increased use of student voice to assess learning and teaching outcomes. Such direction will increase the accountability on academics to improve student experience and the measures will be used to assess academic staff performance.

The paper outlines the trends and changes in the teacher and unit evaluations in Australian universities and its implications in the future. The paper also provides a case of an Australian university that has recently made teacher and unit evaluations compulsory with the results used in academic staff annual performance review and linking reward with performance outcomes.

English, the lingua franca of the world, permeates a global teaching-learning space not only for communication per se but also as a medium of instruction and social interaction. The authors studied the lived experiences of five English-speaking university lecturers as regards English as a foreign language (EFL) teaching in a non-English-speaking Asian country.

Using a phenomenological inquiry and through Zoom interviews, the authors studied the lived experiences of five English-speaking university lecturers as regards EFL teaching in a non-English-speaking Asian country.

Thematic analyses guided the authors' understanding of the participants’ lived experiences in the classroom, such as the following: (1) Local students have a negative perception of EFL; (2) lecturers’ professional standards are hardly imposed and (3) local students have a mixed level of English proficiency. The authors also examined the participants’ lived experiences in the organization, where the following issues surfaced: (1) sending of communication messages beyond working hours, (2) bureaucratic working environment and (3) changing of policies.

The authors' research implies the need for programs and policies that will help EFL teachers deal with instructional and other socio-cultural challenges in an Asian context.

In the Asian setting, there is a dearth of literature that focuses on the experience of university lecturers of English as a Foreign Language (EFL), in particular, their teaching challenges. The authors confronted this gap by understanding the local beliefs about EFL teaching among English-speaking university lecturers.

The purpose of this study is to examine the adoption of the active learning and teaching methods by university lecturers, taking into account the contribution of certain important factors, including trust, empowerment, thinking styles and emotional intelligence. In addition, this study further reveals the diverse nature of university lecturers with regards to their tendencies to adopt active teaching methods using the segmentation technique of marketing.

A structured survey was implemented with university lecturers in Hanoi (Vietnam), obtaining a sample of 218 respondents from six universities. Descriptive analysis was carried out to identify the extent of the adoption of these methods. In addition, cluster analysis and analysis of variance were computed to extract and define the segments of university lecturers.

The findings show that the lecturers, on average, had a tendency to apply active teaching methods. However, the extent of the application of these methods differed among four clusters: “conservatives,” “liberals,” “junior conservatives” and “junior liberals.” In addition, it was found that the degree to which active methods were applied may have been affected by the lecturers' trust in and their empowerment of the students. The application of active methods may also have been influenced by various covert characteristics of the lecturers, including thinking styles (cognition-based) and emotional intelligence (affect-based). The lecturers' overt characteristics, such as age, education and experience, may also have affected their application of active methods, while biological sex seems not to have been a significant factor.

The results of this study expand the literature by explaining the diversity of university lecturers from the perspective of the active teaching and learning methods. They also provide implications for the management of education reform based on the varied implementation of the said methods that has already taken place.

The purpose of this paper is to investigate value co‐creation in assessing higher education (HE) teaching quality by acknowledging the influence of all interacting parties: teachers, students and general university service. The paper questions the appropriateness of student satisfaction surveys for assessing lecturer performance.

By introducing co‐creation and interaction between several stakeholders the paper deals with a complex problem which is best addressed through multiple approaches. The paper uses a literature review of HE quality together with empirical case study research of one university based on data from documents, student surveys and interviews with lecturers. The data are interpreted in the light of the recent theory of service (S‐D) logic and many‐to‐many marketing.

The paper highlights the complexity of HE service and recommends that EHEA assumes a co‐creation perspective. Resources are provided by lecturers, students and university service which require an interactive approach through which the parties integrate these resources. The information asymmetry between lecturers and students invalidates student satisfaction surveys as an instrument to assess teaching quality. The complexity of HE teaching cannot be boiled down to a single number that forms the ground for comparison between lecturers.

The paper offers a more valid perspective on HE quality by applying the concepts of value co‐creation and resource integration. It shows that the current one‐sided student evaluation of teachers is inadequate.