Book review: Grimwood, M. and McHanwell, S. (2024) Evidencing teaching achievements in higher education. St. Albans: Critical Publishing.

The blurb introduces Evidencing teaching achievements in higher education as an 'essential read for all lecturers who might need to evidence their teaching achievements within the contemporary HE landscape in a range of high-stakes contexts, including job applications, promotions and Advance HE fellowship'.The range of potential readers is further expanded by the announcement that it 'also provides a framework for how institutions can support staff in collecting and developing qualitative and quantitative evidence of teaching achievements'.While this suggests a useful 'how to' book for pretty much anyone working in HE teaching in any capacity, the Critical Practice in Higher Education series is presented as one in which 'each book explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research.'Such announcements left me equally intrigued and a little worried about how such a slim volume (just over 100 pages) could be so many things to so many different readers.To explore how the authors deal with potential tensions arising from these claims, I would like to examine what its seven chapters could offer to readers, particularly to those working in learning development (LD).Chapter 1 establishes a holistic notion of what teaching means: not just standing in front of a classroom, but the many activities related to this, from curriculum design to pastoral care, scholarship of teaching and learning (SoTL), and maintaining currency in one's own field.This approach is useful for learning developers Canton