There is general agreement that a method for evaluating teaching in higher education is sorely needed and that it is desirable to avoid a situation in which each institution has laboriously to develop its own approach. Although a number of proposals have been forthcoming, these tend to be based either on extensive catalogues or on comparatively short lists, both of which leave much of the necessary work to the individual academic or to the institution. A general construct is needed. In what follows, this need is explored, an account of what is available is provided, and a suggestion made concerning the requirements such a construct should meet. An outline scheme is proposed, based upon four major components: the approach to teaching; the delivery of teaching; outcomes of teaching; and recognition of the academic. These four components or groups of criteria must be set within the institutional context. With reference to the previous literature, a comprehensive list of criteria is suggested under each of the headings of the major components. The major components are developed further in chapters 11 and 12.