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Tim Reuter's comment on this is, I feel, very sound. No claims for good practice without a reasoned account of why the practice is claimed to be good! This reasoned account might include local evidence from research or evaluation (to show how well the practice works), and application of relevant educational theory (to show how the goodness of the practice is explained by the theory). Further, the account might show that the practice is good in that it contributes to institutional learning and teaching strategy, or to subject benchmark standards. And there must be further reasons for claiming that some particular piece of practice is indeed good. Subsequent conversations about good practice could then focus on the criteria for goodness and on ways of knowing goodness as well as on the practice. -------------------------------------------- David Baume Director (Teaching Development) Centre for Higher Education Practice The Open University Walton Hall Milton Keynes MK7 6AA UK Phone +44 (0)1908 858436 Fax +44 (0)1908 858438 Web site http://cehep.open.ac.uk %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%