The Role of Academic Developers in the Process of Peer Review of Teaching

Session Time and Location

Fri, 8 Jun 2018
9:45am to 11:15am
Room: Room:
Dunwoody C
Session Track
Session Format


The value of peer review process is guaranteed by the participation of the academic developer (Bell & Cooper,2013). However, some authors (Yiend, Weller & Kinchin,2014) argue that academic developers do not have enough field-knowledge to support the development of the university teacher. As academic developers act on the margins, they have to constantly conceptualize their role in different situations (Green & Little,2013; Handal,2008). The survey investigates how academic developers percieve their role in the process of peer review and how it is percieved  by university teachers in the same process. The research data is based on observation log notes and interviews. The results show that academic developers and teachers both perceived the transformation of their roles during the peer reivew process as the result of the councious contribution of the developer

  • Session References +

    Bell, M. & Cooper, P. 2013. Peer observation of teaching in university departments: a framework for implementation, International Journal for Academic Development, 18:1, 60-73.

    Green, D.A. & Little, D. (2013). Academic Development on the margins. Studies in Higher Education, 38 (4), 523-537.

    Handal, g. (2008). Identities of academic developers. Critical friends in the academy? In Barnett, R., Di Napoli, R. (eds.) Changing Identites in Higher Education. Voicing Perspectives. London, New York: Routledge.pp. 55-68.

    Yiend, , J., Weller, S., Kinchin, I. 2014. Peer observation of teaching: The interaction between peer review and developmental models of practice, Journal of Further and Higher Education, 38:4, 465-484