ABSTRACT
University teaching appears to have been reinvented during the past decade in response to comment and criticism from the major stakeholders in the process. Worldwide university administration, in response to governmental dicta, has also argued for implementation of transparent processes, accountability of degree programs, and for higher retention and progression rates of students. For example, in Australia, national CEQ (course experience questionnaire) data are now driving quality assurance processes, and in turn universities are looking closely at the inputs and products of teaching and learning. In their benchmark Australian study on the first-year experience, McInnis, James, and McNaught (1995) identified some serious deficiencies in the student experience and suggested that these may be related to the size of Australian first-year classes.
