LAUSR

ABSTRACT In 2016, the introduction of the Teaching Excellence Framework (TEF) marked a watershed moment for higher education (HE) in the United Kingdom. This paper views the TEF as an extension of the neoliberal policy narrative that has dominated policy thinking and decision making in HE in recent decades. It argues that the epistemology and methodology underpinning this narrative is flawed and ill-equipped to improve the quality of teaching. As a counter narrative, this paper discusses the creation of a cycle of collaborative observation (CoCO) between academic staff and students in an English university. Drawing on theoretical and empirical insights, the paper explores the conceptual and methodological framework behind CoCO, as well as the preparation of academic staff and students for engaging with this collaborative approach to observation. We argue that CoCO offers the potential to transform understanding of learning and teaching in HE and the reciprocal relationship between the two.