LeaD-In: a cultural change model for peer review of teaching in higher education

Barnard, A; Nash, R; McEvoy, K; Shannon, S; Waters, C; Rochester, S; Bolt, S

LeaD-In: a cultural change model for peer review of teaching in higher education

Barnard, A Nash, R McEvoy, K Shannon, S Waters, C Rochester, S Bolt, S

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Publication Type:: Journal Article
Citation:: Higher Education Research and Development, 2015, 34 (1), pp. 30 - 44
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Barnard, A	en_US
dc.contributor.author	Nash, R	en_US
dc.contributor.author	McEvoy, K	en_US
dc.contributor.author	Shannon, S	en_US
dc.contributor.author	Waters, C	en_US
dc.contributor.author	Rochester, S	en_US
dc.contributor.author	Bolt, S	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Higher Education Research and Development, 2015, 34 (1), pp. 30 - 44	en_US
dc.identifier.issn	0729-4360	en_US
dc.identifier.uri	http://hdl.handle.net/10453/122346
dc.description.abstract	© 2014, © 2014 HERDSA. Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia.	en_US
dc.relation.ispartof	Higher Education Research and Development	en_US
dc.relation.isbasedon	10.1080/07294360.2014.935931	en_US
dc.title	LeaD-In: a cultural change model for peer review of teaching in higher education	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	34	en_US
utslib.for	1110 Nursing	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	34	en_US

Abstract:

© 2014, © 2014 HERDSA. Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/122346