Show simple item record

dc.contributor.authorCresswell, Sarah L
dc.contributor.authorGregory, Sarah-Jane
dc.contributor.authorWatters, Dianne J
dc.contributor.editorKlopper, C
dc.contributor.editorDrew, S
dc.date.accessioned2018-03-22T01:09:34Z
dc.date.available2018-03-22T01:09:34Z
dc.date.issued2015
dc.identifier.isbn978-94-6300-288-2
dc.identifier.urihttp://hdl.handle.net/10072/107805
dc.description.abstractOver 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSense Publishers
dc.publisher.placeNetherlands
dc.publisher.urihttps://www.sensepublishers.com/catalogs/bookseries/professional-learning-1/teaching-for-learning-and-learning-for-teaching/
dc.relation.ispartofbooktitleTeaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education
dc.relation.ispartofchapter14
dc.relation.ispartofpagefrom227
dc.relation.ispartofpageto246
dc.subject.fieldofresearchOther education not elsewhere classified
dc.subject.fieldofresearchcode399999
dc.titleThe reluctance of scientists to engage in peer review of teaching: Finding the way forward
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.facultyGriffith Sciences, Griffith Institute for Drug Discovery
gro.hasfulltextNo Full Text
gro.griffith.authorGregory, Sarah-Jane S.
gro.griffith.authorCresswell, Sarah L.


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Book chapters
    Contains book chapters authored by Griffith authors.

Show simple item record