Using nominal group technique to develop a consensus derived model for peer review of teaching across a multi-school faculty

Title: Using nominal group technique to develop a consensus derived model for peer review of teaching across a multi-school faculty
Creator: Burrows, Tracy; Findlay, Naomi; Killen, Chloe; Dempsey, Shane E.; Hunter, Sharyn; Chiarelli, Pauline; Snodgrass, Suzanne J.
Relation: Journal of University Teaching & Learning Practice Vol. 8, Issue 2
Relation: http://ro.uow.edu.au/jutlp/vol8/iss2/8
Publisher: Centre for Educational Development and Interactive Resources
Resource Type: journal article
Date: 2011
Description: This paper describes the development of a peer review of teaching model for the Faculty of Health at the University of Newcastle, Australia. The process involved using the nominal group technique to engage Faculty academic staff to consider seven key decision points that informed the development of the peer review of teaching model. Use of the consensus based nominal group technique established collegial discussion and networking among participants, and has expanded the discussion within the Faculty about peer review of teaching. Although the academics come from a diverse multi-school and multi-program Faculty, there was high levels of consensus on the structure and process of the developed peer review of teaching model.
Subject: group technique; peer review; health professional
Identifier: http://hdl.handle.net/1959.13/934475
Identifier: uon:11848
Identifier: ISSN:1449-9827
Language: eng
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