Accomplished university teachers have always been well regarded by their former students and are frequently remembered with gratitude and affection in later life (Glasser, 1988; Steiner, 1997). Equally, recognition of an individual’s teaching prowess by their peers and institutions has been somewhat muted and, until relatively recently, has been given little or no formal attention in the determination of professional advancement and reward. This situation is changing significantly in some countries, including the UK which is the focus of this chapter. Here national policies, funding incentives, market forces, institutional missions and the rapid growth of teaching-only posts (Court, 2007) place a new emphasis and enhanced value on competent teaching in all its forms. In virtually all UK universities and institutes, even top-flight researchers with some formal responsibilities for students are expected to possess and demonstrate continuing expertise in teaching, including the supervision of research students.