ABSTRACT
In this chapter, the notion of measuring teaching performance is explored through an analysis of a few of the complex variables involved in the debate, including the teaching and learning process, changing cultures, and their impact on teaching staff. One of the models taken from business that has widespread application in post-modern universities is 'benchmarking'. Research shows that good teachers or 'expert' teachers have skills at explaining and bridge building that are superior to 'novice' lecturers. It also shows that much of the teaching in undergraduate programs is designed to promote 'surface' outcomes with an emphasis on information transmission, memorization, and recall. The Key Competencies have become the basis for curriculum reforms in vocational education. Managerial or 'top-down' decision making has the advantage of satisfying the immediate needs of bureaucracies and supplying the necessary data for accountability purposes. Collegiality provides the energy to cope with rapid change and ensure the ongoing vitality of universities rather than 'withering on the vine'.
