ERIC Number: EJ880957
Record Type: Journal
Publication Date: 2010-Mar
Abstractor: As Provided
Identifying the Potential Organizational Impact of an Educational Peer Review Program
Toth, Kate E.; McKey, Colleen A.
International Journal for Academic Development, v15 n1 p73-83 Mar 2010
The literature on educational peer review (EPR) has focused on evaluating EPR's impact on faculty and/or student learning outcomes; no literature exists on the potential organizational impact. A qualitative (case study) research design explored perceptions of 17 faculty and 10 administrators within a school of nursing in an Ontario university regarding the potential impact of an EPR program on organizational goals. Findings suggested that the implementation of an EPR program may increase consistency in the delivery of the curriculum, provide opportunities for faculty development, act as a method of teaching evaluation, and enhance faculty retention. Higher education institutions may be more likely to provide the resources required for EPR if the organizational benefits can be demonstrated.
Descriptors: Foreign Countries, Faculty Development, College Faculty, Nursing Education, Program Effectiveness, Research Design, Peer Evaluation, Context Effect, Organizational Change, Instructional Effectiveness, Reliability, Teacher Evaluation, Faculty Mobility
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada