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

    Access Status
    Fulltext not available
    Authors
    Barnard, A.
    Nash, R.
    McEvoy, K.
    Shannon, S.
    Waters, C.
    Rochester, S.
    Bolt, Susan
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Barnard, A. and Nash, R. and McEvoy, K. and Shannon, S. and Waters, C. and Rochester, S. and Bolt, S. 2014. LeaD-In: a cultural change model for peer review of teaching in higher education. Higher Education Research & Development. 34 (1): pp. 30-44.
    Source Title
    Higher Education Research and Development
    DOI
    10.1080/07294360.2014.935931
    ISSN
    0729-4360
    School
    Curtin Teaching and Learning (CTL)
    URI
    http://hdl.handle.net/20.500.11937/17317
    Collection
    • Curtin Research Publications
    Abstract

    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.

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