A critical evaluation of peer review via teaching observation within higher education

Abstract

Purpose To provide a best practice framework for peer review via teaching observation as a method of appraising teaching performance within UK higher education (HE) institutions. Design/methodology/approach The paper uses secondary data analysis via the current literature on peer review and peer appraisal, as well as use of primary data obtained via the design, implementation and analysis of semi‐structured interviews with management and teaching staff within the Faculty of Business and Management Science within a fictitiously named Riverbank University. Findings Provides a best practice framework for peer review based on the literature, where the case study university benchmarks well against the framework and an insight into the perceptions of teaching staff on the scheme. Research limitations/implications The sample of 40 teaching staff was from only one faculty, in one university. Before generalising the findings it would be prudent to widen the research to include a larger sample from more universities across the HE sector in the UK. Practical implications The research has massive implications for the UK HE sector if peer review is to be used as a method of assessing teaching performance. Originality/value The paper is valuable as a guide to senior management wishing to implement a peer observation scheme within their own institution.

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