Building and sustaining a culture to support peer review of teaching
Barnard, Alan, Nash, Robyn E., McEvoy, Kathleen, Shannon, Susan, Rochester, Suzanne, Waters, Cheryl, Bolt, Susan, & Thorogood, Carol (2013) Building and sustaining a culture to support peer review of teaching. In Conference of Higher Education Research and Development Society of Australasia : The Place of Learning and Teaching (HERDSA 2013), 1-4 July 2013, AUT Univeristy, Auckland. (Unpublished)
This presentation will report on emerging results from a two phase project funded by the Australian Learning and Teaching Council (ALTC). The project was designed in partnership with five universities and aimed to embed peer review within the local teaching and learning culture by using a distributive leadership framework.
- The initiative/practice
The presentation will highlight research outcomes that bring together both the fundamentals of peer review of teaching with the broader contextual elements of Integration, Leadership and Development. It will be demonstrated that peer review of teaching can be implemented and have advantages for academic staff, teaching evaluation and an organisation if attention is given to strategies that influence the contexts and cultures of teaching. Peer review as a strategy to develop excellence in teaching is considered from a holistic perspective that by necessity encompasses all elements of an educational environment. Results demonstrate achievements that can be obtained through working to foster conditions needed for sustainable leadership and change. The work has implications for policy, research, teaching development and student outcomes and has potential application world-wide.
- Method(s) of evaluative data collection and analysis
The 2 phase project collected focus group and questionnaire data to inform research results that were analysed using a thematic qualitative approach and statistical exploration.
- Evidence of effectiveness
The presentation will demonstrate the effectiveness of distributive leadership and strategic approaches to working for cultural change through the presentation of project findings.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Item (Presentation)|
|Keywords:||teaching, peer review, organisational culture, teaching culture, distributive leadership, culture change, higher education, academic staff, pedagogy development, feedback, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Nursing
|Copyright Owner:||Copyright 2013 The Author(s)|
|Deposited On:||30 Mar 2014 22:47|
|Last Modified:||23 May 2014 17:23|
Repository Staff Only: item control page