This issue contains articles on:

Appraisal Procedures: a recipe for mediocrity?
Ian Hutchings (Oxford Brookes University) looks at how both appraisal and promotion procedures are encouraging teachers to become moderately competent all-rounders.

Improving the Quality of Students’ Writing
In answer to Graham Gibbs’ article in The New Academic 1.2 Graham Badley (Anglia Polytechnic University) argues that what students in HE actually need is both more essay writing and more practical support to help them make their writing and their essays more effective.

Assessment of Students’ Oral Communication Skills by Staff and Peer Groups
Ian E Hughes and Bryan Large (University of Leeds) describes how students are taught and assessed on communication and presentations skills as an integral part of their Bsc (Hons) Pharmacology degree.

Proctorials: a student view
Petronella Ericson and Naomi Cohen (University of Leeds) give the students’ view of a new teaching method which encourages students to work things out for themselves, to question received wisdom and to seek enlightenment through discussion and debate.

The Role of Women Staff Developers in Developing Teaching Skills through Teaching Observations
“What’s so special about women staff developers?” Hazel Fullerton (University of Plymouth) asked a group of new lecturers on her course.

Coping with Student Induction in the Nineties
Lee Crystal (Luton College of Higher Education) examines the new approach to student induction introduced at Luton College to cope with the increasing change in the student population.

Twenty Tips for Running Staff Development Workshops
From Peter McCrorie (Queen Mary and Westfield College, University of London).

To Centralise or Not to Centralise?
Dennis James (Leeds Metropolitan University) asks the question in light of the many changes that are currently taking place in Higher Education.