Benchmarking learning and teaching: developing a method

Abstract

Purpose

To develop a method for benchmarking teaching and learning in response to an institutional need to validate a new program in Dentistry at the University of Sydney, Australia.

Design/methodology/approach

After a collaborative partner, University of Adelaide, was identified, the areas of teaching and learning to be benchmarked, PBL approach and assessment, were established. A list of quality indicators for these aspects of teaching and learning were first developed conceptually and then validated by the literature. Then, using a quality enhancement framework, levels of achievement for each indicator were developed.

Findings

The findings are represented as a set of tables. These were mutually developed with the benchmarking partner and represent an agreed model for a benchmarking project to progress to the next stages of implementation and evaluation.

Practical implications

This model can be adapted for any benchmarking project in all levels of education; primary, secondary, tertiary and continuing.

Originality/value

The issue of benchmarking is high on the educational agenda, especially in higher education. The literature reports on a number of projects but with no clear explanation of a method for benchmarking. The fact that this model is evidence‐based in its approach and that it focuses on learning and teaching, also marks it as original and a significant development in this area.

Citation

Henderson‐Smart, C., Winning, T., Gerzina, T., King, S. and Hyde, S. (2006), "Benchmarking learning and teaching: developing a method", Quality Assurance in Education, Vol. 14 No. 2, pp. 143-155. https://doi.org/10.1108/09684880610662024