Climates of communication: collegiality, affect, spaces and attitudes in peer review

Trudy Ambler*, Meena Chavan, Jennifer Clarke, Nicole Matthews

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

5 Citations (Scopus)

Abstract

This chapter explores communication between university teachers in the context of peer review. Narrative data from in-depth one-on-one interviews and open questionnaires were used by the authors to examine specific experiences that teachers in the study identified as impacting on the quality of peer-to-peer interactions. The findings indicate that collegiality, affect, attitude and spaces are central to the ways in which the teachers communicated with each other to create constructive opportunities for learning. The outcomes from the research are helpful to anyone considering the use of peer review as an approach to enhancing learning and teaching in the University sector.
Original languageEnglish
Title of host publicationPeer review of learning and teaching in higher education
Subtitle of host publicationinternational perspectives
EditorsJudyth Sachs, Mitch Parsell
Place of PublicationDordrecht
PublisherSpringer, Springer Nature
Pages67-84
Number of pages18
ISBN (Electronic)9789400776395
ISBN (Print)9789400776388
DOIs
Publication statusPublished - 2014

Publication series

NameProfessional Learning and Development in Schools and Higher Education
PublisherSPRINGER
Volume9

Keywords

  • PROFESSIONAL-DEVELOPMENT
  • HIGHER-EDUCATION
  • REFLECTION
  • APPRAISAL
  • SKILLS

Cite this