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  • The reluctance of scientists to engage in peer review of teaching: Finding the way forward

    Author(s)
    Cresswell, Sarah L
    Gregory, Sarah-Jane
    Watters, Dianne J
    Griffith University Author(s)
    Watters, Dianne J.
    Gregory, Sarah-Jane S.
    Cresswell, Sarah L.
    Year published
    2015
    Metadata
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    Abstract
    Over the last two decades universities globally have responded to a growing demand for higher education and hence the number and diversity of university students has increased dramatically (Bradley, Noonan, Nugent, & Scales, 2008; Universities Australia, 2013). At the same time publicly funded universities have faced decreasing budgets leading to radical changes in the delivery of education. There is an ever increasing push towards efficiencies through online learning and larger classes. Concomitantly governments have adopted a quality agenda in which universities are ranked against each other on the basis of teaching, leading ...
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    Over the last two decades universities globally have responded to a growing demand for higher education and hence the number and diversity of university students has increased dramatically (Bradley, Noonan, Nugent, & Scales, 2008; Universities Australia, 2013). At the same time publicly funded universities have faced decreasing budgets leading to radical changes in the delivery of education. There is an ever increasing push towards efficiencies through online learning and larger classes. Concomitantly governments have adopted a quality agenda in which universities are ranked against each other on the basis of teaching, leading to increased competition for recruiting quality students (TEQSA, 2011). As such considerable effort is being exerted by university managements and government agencies to define and measure quality teaching and learning standards (Coates, 2010; Kraus, Barrie, & Scott, 2012; Newton, 2002). However, as Newton points out, there are many interpretations of the meaning of quality, with academics and managers viewing the term differently.
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    Book Title
    Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education
    Publisher URI
    https://www.sensepublishers.com/catalogs/bookseries/professional-learning-1/teaching-for-learning-and-learning-for-teaching/
    Subject
    Education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/107805
    Collection
    • Book chapters

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