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ABSTRACT
Compulsory schemes that extend peer review beyond classroom observation are rare. The institution within which this study sits implements one such example named peer support. By drawing upon data from one faculty, the peer support scheme, which has been in operation since 2009 is placed under a research-led critical review. Whilst the scheme is recognised as an enriching form of professional development, time is increasingly the most precious individual academic commodity. Some elements of the peer support scheme are yet to universally convince academics that the process yields appropriate levels of personal benefit. This paper discusses conditions that will assist in reaching the time/benefit balance required to ensure the long-term efficacy of schemes akin to peer support that extend beyond observation.
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No potential conflict of interest was reported by the author.
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Joanne Smailes
Joanne Smailes has held key several roles within Northumbria University. These have spanned both business education (more specifically modelling and statistical techniques) and educational development. Joanne has a wide range of experience in developing and researching pedagogic practice with the aim of creating a truly inclusive learning environment for today’s diverse learners. This is practised through personal contact with learners, engagement in self-reflective and scholarly activity and through leading the development of colleagues’ teaching, learning and assessment practices.