Employing previous literature, focus groups and individual interviews, 21 criteria were identified as being potential contributors to an effective lecture. These criteria were assessed using a rating scale survey of 88 academic staff and 320 students at one University campus. Students placed more importance on pace of the lecture and the public speaking skills. Academic staff placed more importance on a series of criteria related to critical thinking and pedagogy: non-sexist language, non-discriminatory examples, challenging students' world view, independent learning, curiosity, and building on previous knowledge. When factor analyses were used, the academic pattern of results showed a social equity factor, and others which related to expanding the ways in which students thought and worked independently. Student factors related much more to the structure and instrumental nature of lectures -- being taught the information in easily accessible ways. As student appraisals represent one form of staff evaluation, it is crucial to recognise that staff and students understand the function of the lecture and the role of the lecture in very different ways. The implications of these differences are discussed in relation to the development of academic lecturing skills.