Rationale:
Research has shown that small-group teaching promotes a deep approach to learning (Jacques, 1989)

Small-group teaching - here defined as groups of fifteen or fewer students - where interaction between the students' themselves and the student's and the tutor or lecturer is a key feature, is an important element of undergraduate and postgraduate teaching at the University of Nottingham.

Our research aims to identify the extent to which lecturers follow a best practice model in this type of teaching. Given that there is no official or mandatory training or documentation for small-group teaching methods, are lecturers adequately prepared to teach small groups and are they aware that there is a best-practice model? If so, to what extent is it valued?

Issues at stake in small-group teaching can be categorised as follows:

1. Cultural diversity
2. Gender issues
3. Students' Personalities
4. Attitude of the lecturer

Our research aims first to identify awareness of and responses to these issues at Nottingham, and second to revise the best practice model and provide guidance for lecturers.

Methodology:
A questionnaire will be sent out to c.100 lecturers in the Schools of Humanities, Law, Nursing, the Medical School and the Institute of Work, Health and Organisation. This will aim specifically to identify

• problems in small-group teaching,
• awareness of the issues mentioned above among lecturers, and
• responses to problematic situations.

Outcomes:
The outcomes of this project are first to identify whether lecturers are adequately prepared for small-group teaching, and second to consolidate a best practice model and issue a guidance note and possibly contribute to a training session that will enhance the teaching practices of lecturers' involved in small group teaching at the University of Nottingham.