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

Trudy Ambler; Meena Chavan; Jennifer Clarke; Nicole Matthews

doi:10.1007/978-94-007-7639-5_5

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 proceeding › Chapter › peer-review

7 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 language	English
Title of host publication	Peer review of learning and teaching in higher education
Subtitle of host publication	international perspectives
Editors	Judyth Sachs, Mitch Parsell
Place of Publication	Dordrecht
Publisher	Springer, Springer Nature
Pages	67-84
Number of pages	18
ISBN (Electronic)	9789400776395
ISBN (Print)	9789400776388
DOIs	https://doi.org/10.1007/978-94-007-7639-5_5
Publication status	Published - 2014

Publication series

Name	Professional Learning and Development in Schools and Higher Education
Publisher	SPRINGER
Volume	9

Keywords

PROFESSIONAL-DEVELOPMENT
HIGHER-EDUCATION
REFLECTION
APPRAISAL
SKILLS

Access to Document

10.1007/978-94-007-7639-5_5

Cite this

Ambler, T., Chavan, M., Clarke, J., & Matthews, N. (2014). Climates of communication: collegiality, affect, spaces and attitudes in peer review. In J. Sachs, & M. Parsell (Eds.), Peer review of learning and teaching in higher education: international perspectives (pp. 67-84). (Professional Learning and Development in Schools and Higher Education; Vol. 9). Springer, Springer Nature. https://doi.org/10.1007/978-94-007-7639-5_5

Ambler, Trudy ; Chavan, Meena ; Clarke, Jennifer et al. / Climates of communication : collegiality, affect, spaces and attitudes in peer review. Peer review of learning and teaching in higher education: international perspectives. editor / Judyth Sachs ; Mitch Parsell. Dordrecht : Springer, Springer Nature, 2014. pp. 67-84 (Professional Learning and Development in Schools and Higher Education).

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Ambler, T, Chavan, M, Clarke, J & Matthews, N 2014, Climates of communication: collegiality, affect, spaces and attitudes in peer review. in J Sachs & M Parsell (eds), Peer review of learning and teaching in higher education: international perspectives. Professional Learning and Development in Schools and Higher Education, vol. 9, Springer, Springer Nature, Dordrecht, pp. 67-84. https://doi.org/10.1007/978-94-007-7639-5_5

Climates of communication : collegiality, affect, spaces and attitudes in peer review. / Ambler, Trudy; Chavan, Meena; Clarke, Jennifer et al.

Peer review of learning and teaching in higher education: international perspectives. ed. / Judyth Sachs; Mitch Parsell. Dordrecht : Springer, Springer Nature, 2014. p. 67-84 (Professional Learning and Development in Schools and Higher Education; Vol. 9).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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AB - 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.

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KW - SKILLS

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T3 - Professional Learning and Development in Schools and Higher Education

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Ambler T, Chavan M, Clarke J, Matthews N. Climates of communication: collegiality, affect, spaces and attitudes in peer review. In Sachs J, Parsell M, editors, Peer review of learning and teaching in higher education: international perspectives. Dordrecht: Springer, Springer Nature. 2014. p. 67-84. (Professional Learning and Development in Schools and Higher Education). https://doi.org/10.1007/978-94-007-7639-5_5

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

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