ABSTRACT
This chapter provides a summary of some of the major concepts and categories which have emerged from that research, and indicates how they can be integrated to suggest ways of improving, not just teaching, but more importantly, the quality of learning in higher education. Then they began to believe that those answers were being deliberately withheld: it was part of the intellectual training to work out the right answers for themselves. Most companies stress the importance of graduates being able to apply knowledge in a new situation, to communicate fluently, and to work effectively with others. These skills are, however, not directly encouraged in higher education at present. The emphasis is still on working independently in competition with others, except where group project work has been introduced. Comments on assignments should make explicit what they value clear thinking, appropriate use of evidence, logical analysis, and so on.
