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Teaching in Higher Education
Critical Perspectives
Volume 18, 2013 - Issue 5
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Articles

Academics' resistance to summative peer review of teaching: questionable rewards and the importance of student evaluations

Isabeau Iqbal Centre for Teaching, Learning and Technology, University of British Columbia, Vancouver, BC, V6T 1Z4, CanadaCorrespondence[email protected]
Pages 557-569 | Received 12 Jun 2012, Accepted 11 Dec 2012, Published online: 05 Feb 2013

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Read on this site (4)

Gilberto Sarfati. (2022) We can work it out: faculty interpretation of student evaluations of teaching. Journal of Further and Higher Education 46:5, pages 708-720.
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Oliver G. Kayas, Costas Assimakopoulos & Tony Hines. (2022) Student evaluations of teaching: emerging surveillance and resistance. Studies in Higher Education 47:1, pages 1-12.
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Pey-Tee Oon, Benson Spencer & Chester Chun Seng Kam. (2017) Psychometric quality of a student evaluation of teaching survey in higher education. Assessment & Evaluation in Higher Education 42:5, pages 788-800.
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Reshma Subbaye & Renuka Vithal. (2017) Teaching criteria that matter in university academic promotions. Assessment & Evaluation in Higher Education 42:1, pages 37-60.
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Articles from other publishers (15)

Laura Cutroni & Angela Paladino. (2023) Peer-ing in: A systematic review and framework of peer review of teaching in higher education. Teaching and Teacher Education 133, pages 104302.
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Lisette Santisteban & Aida L. Egues. (2022) How student evaluations of teaching contribute to hindrance of faculty diversity?. Teaching and Learning in Nursing 17:4, pages 455-459.
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Serena Miller. (2021) Teaching Performance, Service, and Scholarship: The Rewarding of U.S. Media and Communication Faculty Members’ Teaching in Tenure and Promotion Documents. Journalism & Mass Communication Educator 77:1, pages 92-110.
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Cédrine Joly, Myriam Kessari, Magalie Marais & Maryline Meyer. (2022) Collective dynamics of micro-resistance through CSR by academic activists: Collective autoethnography in a French business schoolDynamiques collectives de micro-résistance par la RSE par des activistes académiques : auto-ethnographie collective dans une école de management françaiseDinámica colectiva de microrresistencia a través de la RSE por parte de activistas académicos: Autoetnografía colectiva en una escuela de administración francesa. Management international 26:5, pages 97.
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Christopher Wiley. (2019) Standardised module evaluation surveys in UK higher education: Establishing students’ perspectives. Studies in Educational Evaluation 61, pages 55-65.
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Charles Bélanger, Bernard Longden, E. Patricia Orozco Quijano & Jamil Razmak. (2019) How Mexican students perceive their classroom experience from their professors. Tertiary Education and Management 25:2, pages 161-180.
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Chad Rohrbacher & Jessica McKee. 2019. Handbook of Research on Faculty Development for Digital Teaching and Learning. Handbook of Research on Faculty Development for Digital Teaching and Learning 160 180 .
Leonie RowanLeonie Rowan. 2019. Higher Education and Social Justice. Higher Education and Social Justice 27 66 .
Leonie RowanLeonie Rowan. 2019. Higher Education and Social Justice. Higher Education and Social Justice 1 26 .
Jeong IL Cho, Kawther Hamash, Koichiro Otani, Nila Reimer & Yihao Deng. (2018) Influential Factors of Student Evaluations of Teaching in a Nursing Program. Teaching and Learning in Nursing 13:2, pages 86-94.
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John D. Lundeen, Rebecca J. Warr, Cynthia G. Cortes, Frankie Wallis & Jennifer J. Coleman. (2018) The Development of a Clinical Peer Review Tool. Nursing Education Perspectives 39:1, pages 43-45.
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Lora R. Shelton & Arlene N. Hayne. (2017) Developing an Instrument for Evidence-Based Peer Review of Faculty Online Teaching. Nursing Education Perspectives 38:3, pages 157-158.
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Nicole P. Pitterson, Shane Brown, Jason Pascoe & Kathleen Quardokus Fisher. (2016) Measuring cognitive engagement through interactive, constructive, active and passive learning activities. Measuring cognitive engagement through interactive, constructive, active and passive learning activities.
Sandra Acker & Michelle Webber. 2016. Identity Work in the Contemporary University. Identity Work in the Contemporary University 61 75 .
Cara Gormally, Mara Evans & Peggy Brickman. (2014) Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change. CBE—Life Sciences Education 13:2, pages 187-199.
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