International perspectives on peer review as quality enhancement

Mick Healey*, Trudy Ambler, Malin Irhammar, Wendy Kilfoil, Judith Lyons

*Corresponding author for this work

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

1 Citation (Scopus)


Peer review of teaching at higher education institutions can mean many things to different individuals, faculties, universities and governments. In this chapter we cover a broad canvas, drawing upon the expertise of international academics as well as the results of studies at several different universities around the world. The result is an incisive analysis of a range of issues relating to peer review. We begin by exploring the wide varieties of peer review mechanisms and then focus on the central aspect of any peer review method: how to establish trust between the participants. Next we examine the tension between peer reviews for evaluative versus formative purposes, and provide a case study on how that gap can be closed. We follow this with some practical advice on the role of educational developers in helping set up successful peer review programs, and suggestions for areas of training for participants. We close with a proposal that peer review be seen as an important subject for inquiry-based scholarship.

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; Heidelberg; London; NewYork
PublisherSpringer, Springer Nature
Number of pages19
ISBN (Electronic)9789400776395
ISBN (Print)9789400776388
Publication statusPublished - 2014

Publication series

NameProfessional Learning and Development in Schools and Higher Education


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