Foreword

I can understand those of my colleagues who tell me that the best thing I could do for our excellent research department is to stop trying to change our teaching methods. I can sympathise with devoted academics who believe that by remaining constant to their way of teaching they will be in the forefront of the revolution after next. I am aware that even changes for the better are not painless. Unfortunately, by now we should all know that ‘if we want things to stay as they are, things will have to change’.