A Distributive Leadership Approach to Peer Review of Teaching: Evidence and Outcomes of a Cross Institutional Program

Alan BARNARD
Queensland University of Technology, Australia
a.barnard@qut.edu.au

Robyn NASH
Queensland University of Technology, Australia
r.nash@qut.edu.au

Kathleen MCEVOY
University of Adelaide, Australia
kathleen.mcevoy@adelaide.edu.au

Susan SHANNON
University of Adelaide, Australia
susan.shannon@adelaide.edu.au

Suzanne ROCHESTER
University of Technology, Australia
suzanne.rochester@uts.edu.au

Cheryl WATERS
University of Technology, Australia
cheryl.waters@uts.edu.au

Susan BOLT
Curtin University, Australia
Susan.Bolt@cbs.curtin.edu.au

Abstract

Background/context
This presentation will report on outcomes from a project funded by the Office for Learning and Teaching, Australia (OLT). The project was designed in partnership with four universities and aimed to embed peer review within local learning and teaching cultures though application of a distributive leadership framework.

The initiative/practice
It will be argued that the peer review of teaching program implemented has advantages for academic staff, teaching evaluation and organisations. There is emphasis on collaborative engagement with attention given to strategies that acknowledge and lead contexts and cultures of teaching. Results demonstrate achievements that can be obtained through working to foster conditions needed for sustainable leadership and change. The work has potential application world-wide and has implication for policy, research, teaching development and student outcomes.

Method(s) of evaluative data collection and analysis
The 2 phase project collected focus group and questionnaire data to inform research results that were analysed using a thematic qualitative approach and statistical exploration.

Evidence of effectiveness
The presentation will include research outcomes from focus group and questionnaire data that demonstrate how a distributive approach can bring together both the fundamentals of peer review of teaching with the broader contextual elements of Integration, Leadership and Development.

Print Close