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Peer Review: Promoting a quality culture,[object Object],Associate Professor Gordon Suddaby,[object Object],&,[object Object],Associate Professor Mark Brown,[object Object],Massey University,[object Object],New Zealand,[object Object],Contact details: g.t.suddaby@massey.ac.nz,[object Object]
Peer Review at Massey University:,[object Object],Context,[object Object],Issues,[object Object],The initiative,[object Object],Peer Review and quality,[object Object],Some Principles ,[object Object],Some Caveats,[object Object],Approach to Peer Review,[object Object],Participation in Peer Review,[object Object],Implications,[object Object]
Context,[object Object],Massey University,[object Object],Multi-campus,[object Object],Distance education provider,[object Object],Reviewing learning management system,[object Object],Economic factors,[object Object],Economic crisis,[object Object],Budget constraints,[object Object],Capped enrolments,[object Object],Changed funding model,[object Object],Changed Approach to Programme Delivery ,[object Object],Fifty years of tradition,[object Object],Implementing a ‘blended’ approach,[object Object],Resourcing implications,[object Object],Quality issues,[object Object]
Issues,[object Object],Staff expectations,[object Object],Student expectations,[object Object],Support required,[object Object],Lead-in time,[object Object],Workload,[object Object],Pedagogy,[object Object],Collegiality,[object Object],Quality,[object Object]
Issues,[object Object],Staff expectations,[object Object],Student expectations,[object Object],Support required,[object Object],Lead-in time,[object Object],Workload,[object Object],Pedagogy,[object Object],Collegiality,[object Object],Quality,[object Object]
The Initiative,[object Object],The University initiative...,[object Object],Replacing WebCT,[object Object],Introducing new Virtual Learning Environment,[object Object],Based on Moodle Platform,[object Object],Business case included 10 action points e.g;,[object Object],Expanded ‘e’ toolset,[object Object],Course(Re)design for electronic delivery,[object Object],All courses to have an online presence,[object Object],Provide support within Colleges (Faculties),[object Object],And...,[object Object]
Peer Review and Quality,[object Object],The University initiative...,[object Object],Replaced WebCT,[object Object],Introduced new Virtual Learning Environment,[object Object],Based on Moodle Platform,[object Object],Business case included 10 action points e.g;,[object Object],Expanded ‘e’ toolset,[object Object],Course(Re)design for electronic delivery,[object Object],All courses to have an online presence,[object Object],Provide support within Colleges (Faculties),[object Object],And ,[object Object],The Introduction of a Quality Assurance System,[object Object]
Some Principles associated with quality ,[object Object],Quality enhancement vs. assurance,[object Object],Academic responsibility,[object Object],Continuous improvement,[object Object],Constructive feedback ,[object Object],Scholarly tradition,[object Object],Scholarship of teaching,[object Object],Peer esteem ,[object Object],...,[object Object]
Some caveats,[object Object],Peer review must be owned and managed by academics,[object Object],Individual staff need to have responsibility for key decisions including;,[object Object], who should undertake the review, ,[object Object],what type of review is appropriate ,[object Object],what should happen after the review.,[object Object],Feedback remains confidential to the individual unless they decide to share the outcomes for purposes of;,[object Object], evaluation, ,[object Object],performance review, ,[object Object],promotion,[object Object],teaching awards. ,[object Object]
University policy,[object Object],Peer review must be owned and managed by academic staff as opposed to being centrally driven... It means that individual staff have responsibility for key decisions about peer review, including who should undertake the review and what type of review is appropriate and what should happen after the review (Massey University, 2010).,[object Object]
Participation in Peer Review,[object Object],Peer review of teaching;,[object Object],Is a key part of the University’s wider quality enhancement framework,[object Object],Involves academic ownership of the process and outcomes ,[object Object],Involves continuous enhancement of teaching quality,[object Object],Is a professional responsibility of all staff. ,[object Object],Supports a culture of quality for both reviewer and reviewee,[object Object],Can be used as an institutional quality indicator. (Number of ‘reviews is collected through the VLE course completion checklist). ,[object Object]
The Approach,[object Object],Types of Peer Review,[object Object],Design and implementation,[object Object],Frequency,[object Object],The model,[object Object],Frequency,[object Object],Implications,[object Object],An irony,[object Object],Finally...,[object Object],Some references,[object Object]
Types of Peer Review,[object Object],Two main types of peer review: ,[object Object],Formative reviews - focused on gaining information for the purposes of the ongoing improvement of teaching and course design,[object Object],Summative reviews - have a particular endpoint in mind and mainly focus on the demonstration of quality in support of processes such as promotion and programme evaluation. ,[object Object],The focus is on formative peer reviews (summative reviews already take place as part of the University's five-yearly programme review cycle). ,[object Object],Three levels of formative peer review: ,[object Object],• Course Design Review before a course is taught;,[object Object],• Focused Teaching Review on some aspect of the course during delivery; ,[object Object],• Comprehensive Review of all aspects of teaching and course design before, during and after the course is offered.,[object Object]
Design and Implementation,[object Object],Three levels of formative peer review were defined:,[object Object],• Course Design Review,[object Object],• Focused Teaching ,[object Object],• Comprehensive Review,[object Object],Within these the major domains of the Peer Review Framework are:,[object Object],• Design for learning,[object Object],• Resources for learning,[object Object],• Facilitating learning,[object Object],• Assessing student learning,[object Object],• Evaluating learning and teaching,[object Object],• Professional development,[object Object]
Peer Review: Promoting a Quality Culture
Peer Review: Promoting a Quality Culture
Peer Review: Promoting a Quality Culture
Peer Review: Promoting a Quality Culture
Frequency of Peer Review,[object Object],Depends on the type of review but;,[object Object],Every course offering should be reviewed on a three yearly cycle. ,[object Object],Should be aligned with the requirements of formal student evaluation of teaching,[object Object],“Light “ course design reviews on a more regular basis as part of Massey’s commitment to quality enhancement. ,[object Object],Workload requirements of peer review can be managed if each academic staff member requests and conducts one peer review a year. ,[object Object],Evidence suggests the benefits of peer review for both reviewees and reviewers outweigh time devoted to this task.,[object Object]
Implications,[object Object],Tension between quality enhancement and quality assurance,[object Object],Responsibility devolved to academic staff,[object Object],Issues related to ‘feral’ behaviour,[object Object],“Top down” decision to introduce Peer Review,[object Object],Managing and promoting the process,[object Object],Assuring academic staff of confidentiality,[object Object],Evaluating the effectiveness,[object Object],Sustaining the initiative,[object Object]
An irony,[object Object],One of the ironies of higher education is that while peer review of research is a firmly established and internationally recognised cornerstone of academic scholarship, peer review of teaching — the practice of colleagues providing feedback on one another’s teaching — has little or no prominence in university policies and does not feature strongly in academic cultures and practices ,[object Object],Harris, et. al., 2008, p.3.,[object Object]
Peer Review of Teaching,[object Object],Access to the peer review website is through: http://cadel.massey.ac.nz/,[object Object],And then the link on the right hand side to ‘peer review’.,[object Object],The website describes Massey University's approach to scholarly peer review of teaching. ,[object Object],• Peer Review Guide,[object Object],• Peer Review Framework,[object Object],• Peer Reviewee Instructions,[object Object],• Peer Reviewer Instructions,[object Object],• Peer Review Report Forms,[object Object],• Peer Review Implementation and Evaluation,[object Object],• Further Reading,[object Object], ,[object Object]
Finally...,[object Object],Whether faculty become engaged in formative or summative peer review, the underlying goal of the process is to facilitate and champion excellence in teaching.,[object Object], ... As a result, faculty reviewers assume a professional responsibility for the quality of their own and colleagues teaching endeavours, and peer review of teaching becomes a way for collegial exchange and open reflection to take place.,[object Object],Carter (2008, p.87) ,[object Object]

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Peer Review: Promoting a Quality Culture

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