LeaD-In: A Cultural Change Model for Peer Review of Teaching in Higher Education

Autor/inn/en	Barnard, A.; Nash, R.; McEvoy, K.; Shannon, S.; Waters, C.; Rochester, S.; Bolt, S.
Titel	LeaD-In: A Cultural Change Model for Peer Review of Teaching in Higher Education
Quelle	In: Higher Education Research and Development, 34 (2015) 1, S.30-44 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2014.935931
Schlagwörter	Higher Education; Peer Evaluation; Sustainability; Models; Program Implementation; Instructional Effectiveness; Organizational Development; Leadership; Faculty Development; Cultural Influences; Participative Decision Making; Transformational Leadership; Strategic Planning; Expertise; Social Networks; Educational Resources; Alignment (Education); Educational Policy; Communities of Practice; Capacity Building; School Support; College Environment; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltigkeit; Analogiemodell; Unterrichtserfolg; Organisationsentwicklung; Führung; Führungsposition; Cultural influence; Kultureinfluss; Strategy; Planning; Strategie; Planung; Expert appraisal; Social network; Soziales Netzwerk; Bildungsmittel; Politics of education; Bildungspolitik; Community; Schulförderverein; Hochschulumwelt; Ausland; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01