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I am intrigued to know whether Stephen Rowland has any experience of university teaching or does he simply research the matter?

Faced with large lecture sizes, a myriad of nationalities, religions and races, and the Quality Assurance Agency, just how does he expect academics to "set a context in which significant questions can be explored (research) and learn from these contexts (as students)"?

I can only guess that University College London must have much lower class sizes or his students come from a more homogeneous Oxbridge-type background.

The sooner teaching is recognised and rewarded in its own right, the better.

Brian Kettell
Senior lecturer
Guildhall University