Cardiff University
Peer Review of Learning and Teaching Project
The evolution of the Cardiff University Peer Review of Learning and Teaching
Policy Framework.
This paper sets the Cardiff University Peer Review of Learning and Teaching (PRLT) Policy
Framework in context and outlines the issues that helped inform its development.
1.1 Context:
1.1.1 The external context.
Learning and Teaching within higher education institutions (HEIs) is receiving intensive
scrutiny both nationally and internationally. Two related issues are emerging: a major policy
shift towards improving student learning (Clegg, 2003) and increasing emphasis placed
upon institutions’ provision of continuing professional development (CPD) opportunities for
all staff involved in the student learning experience (Taylor, 2005).
The UK government is unequivocal about the imperative for all HEIs to be judged on their
performance in teaching and the facilitation of learning (Lomas and Nicholls, 2005).
Students form an active part of this process through internal and external student
satisfaction surveys.
The White Paper ‘The Future of Higher Education’ (2003) proposed that a national standards
framework be developed for all who teach and support learning in HEIs as a means of
demonstrating the professionalism that staff bring to support the student learning
experience. The Higher Education Academy (HEA), on behalf of the Universities UK and the
Standing Conference of Principals, has published ‘A Standards Framework for Teaching and
Supporting Student Learning in Higher Education’ for consultation (August 2005). The HEA
plans to confer accreditation to Universities whose CPD opportunities genuinely support staff
engagement with learning and teaching. In addition, very many staff within Cardiff University
have externally imposed requirements to demonstrate personal, ongoing professional
development.
1.1.2 The internal context:
HEFCW funding, made available through the merger process, was utilised to appoint a
‘Change Champion’ to work with Schools and Directorates to develop a framework policy for
the PRLT. The project was created in response to differing PRLT approaches across the
former pre-merger Institutions and the inconsistent application of existing policies between
and within Schools. Staff have a range of real and perceived experience of the benefits and
problems associated with PRLT.
Cardiff University is structured around distinct communities of practice
(Schools/Directorates). Each has its own priorities, language and culture with respect to
learning and teaching, but all are committed to maximising the student learning experience.
Personal reflective and peer-assisted reflective practices to inform personal development are
valued across the Institution, with the benefits of PRLT clearly articulated by staff who had
engaged with previous processes.
1.2 Consultation and development processes:
The PRLT Policy Framework draws extensively on staff and student responses to an
Institution-wide consultation process, and is informed by current literature and practice
(Prosser, 2005) across other, comparable HEIs. The consultation process confirmed the
range and excellence of learning and teaching practice across the Institution. All staff
recognised the need and potential benefits of Institution-wide PRLT.
November 2005
1
Cardiff University
Peer Review of Learning and Teaching Project
The consultation process identified a need for the development of a flexible, enabling policy
framework for PRLT that transferred responsibility for specific design and implementation to
local sites. Specifically the consultation process suggested that the Policy Framework
should:
 be simple,
 embrace the whole teaching role,
 be empowering and inclusive,
 promote fair access to development resources for all staff.
The consultation process was used to inform the development of the PRLT philosophy.
1.3 Philosophy of PRLT:
Cardiff University takes a holistic view of teaching and seeks to value all aspects of
pedagogic activity while minimising bureaucratic procedures. The Policy Framework affords
flexibility and opportunity for local ownership and adaptation while also providing a secure
evidence-base to meet the requirements of outside bodies. PRLT recognises the wealth of
existing practice across Cardiff University , and staff commitment to enhancing the student
learning experience. The practice of PRLT is seen as non-judgemental, confidential to the
peer pair/group and therefore a constructive, mutually beneficial component of continuous
personal development. Its chief aim is to promote excellence in learning and teaching.
Appendix 1 presents the definitions of terms as used within the context of the PRLT Policy
Framework.
1.4 Underpinning values:
To align with both internal and external emphases on the professionalism of teaching, the
CU PRLT Policy Framework is underpinned by professional values. These values were
developed from existing value statements used by the HEA and SEDA and in consultation
with staff. It is intended that PRLT will help participants explore and articulate their teaching
in relation to the following beliefs and values:






An understanding of how people learn
A concern for student development
A commitment to scholarship, professionalism and ethical practice
A commitment to working with and learning from colleagues
Working effectively with diversity and promoting inclusivity
A commitment to continuing reflection on professional practice
1.5 An Integrated, holistic approach:
The PRLT Policy Framework is intended to offer forums to support the following, ongoing
University agenda.
1.5.1 Links to Cardiff University Mission.
The PRLT Policy Framework supports the Cardiff University Mission1 with respect to the
following Key Priorities and Aims.
Key Priorities:
 A commitment to excellence, integrity and innovation in every aspect of its work.
1
As articulated in the University Strategic Plan 2005.
November 2005
2
Cardiff University
Peer Review of Learning and Teaching Project
 To benchmark itself regularly against the characteristics of world-class institutions and
to develop the University in accordance with its international ambitions.
 To offer high quality learning and teaching provision which is enhanced by world-class
research and assured by Quality Assurance Agency (QAA) endorsed processes.
Aim 2: Learning, Teaching and Assessment:
 To develop the principle of individual, collective and corporate responsibility for the
pursuance of internationally distinguished learning and teaching.
 To develop a shared culture in learning and teaching.
 To ensure the continuous improvement of the student experience and the quality of
teaching through peer review.
 To ensure that all staff, involved in learning and teaching facilitation, are appropriately
trained and supported.
Aim 4: The Support Environment:
 To promote an inclusive, collaborative and consultative culture in which personal
interactions will be based on dignity, respect and courtesy.
 To promote an environment in which diversity is valued and equal opportunity is
ensured for all staff and students.
 To ensure that the contribution of all staff is valued and recognised through the active
promotion of personal and career development.
 To develop the physical infrastructure to a level which enables the institution to
achieve its world-class ambitions.
1.5.2. Annual Appraisal
The Annual Appraisal Scheme requires staff to reflect on their learning and teaching practice
and how the annual PRLT process has informed that practice. Outcomes from the PRLT
process may be used to inform both personal development plans and the School/Directorate
Summary Training and Development Plan. Exact transcripts of PRLT
conversations/observations are confidential and will not be required as evidence to support
Annual Appraisal documentation.
1.5.3 Probation and Promotion
While transcripts of PRLT conversations and observations are confidential to the peer group
involved, staff may choose to offer their reflections on the PRLT process (as a reviewer and
the reviewed member of staff) and its role in informing their ongoing practice and
development as part of the required Teaching Profile /Teaching Portfolio.
1.5.4. Investors in People and other initiatives
The Investors in People (IiP) framework looks at the key people-management processes that
are necessary for any organisation to function effectively. PRLT is one route by which
Schools/Directorates could link their priorities and objectives to the learning and
development needs of their staff.
1.6 Rationale for local policy writing and implementation.
Local Implementation of the PRLT Policy Framework is intended to maximise local
ownership of and value-added from the process. Boud (1999) suggests that communities of
practice are where the majority of informal (and most powerful) learning occurs, while
Trowler et al (2005) note that local sites will instinctively filter and adapt centrally derived
November 2005
3
Cardiff University
Peer Review of Learning and Teaching Project
initiatives. It is hoped that the Policy Framework and options for implementation will help
PRLT connect with discipline and intellectual community so that the process becomes
integral with and not ‘laid on top’ of ‘real’ work (Knight and Trowler, 2000).
1.7 The potential challenges of adopting a flexible approach to PRLT:
While the PRLT Policy Framework aims to offer Schools/Directorates and individuals the
ability to engage with PRLT in a meaningful and relevant manner, there are recognised
dangers of local implementation (Boud, 1999):





Individuals/Schools/Directorates could avoid/bypass the challenges of scholarship
required for the process.
Dysfunctional local traditions may become more entrenched rather than being
confronted.
Difficulty with effective dissemination out of/across specific community.
Danger of ‘wheels being reinvented’.
Monitoring and evaluation of the process difficult as no two sites will be approaching
the implementation of the Framework in the same way.
Staff development needs will be more locally specific. This will have an effect on
current provision.
The Policy Framework attempts to address these issues by describing a minimum expected
standard of practice.
1.8 The possible benefits of a flexible approach to PRLT:
Engaging as an Institution in the ethos and aims of the PRLT Policy Framework may offer an
opportunity to gain the following benefits:
For Learners:
 Enhanced learning experience.
For Participants:
 An opportunity to reflect on their teaching/learning support roles.
 Engaging in reflective, constructive and analytical discussion with peers and to share
ideas and practices.
 Developing a dialogue focussed on professionalism in teaching, drawing attention
away from the ‘performance’ of teaching (NATFHE, 2002).
 Making teaching a more open door/social activity.
 Providing an opportunity to evaluate new teaching methods and techniques or to
develop innovative teaching practice. The process is not about getting everyone to
teach in the same way (MacKinnon, 2001).
 Compiling evidence to support appraisal and promotion/probation documentation
with respect to personal demonstration of teaching professionalism, continuing
professional development etc.
For Schools/Directorates:
 An opportunity to explore the tacit assumptions of the discipline and develop a
common discourse, an overt collective identity (Trowler et al, 2005) about ‘How we
learn and teach here’.
For the Institution:
 An overt demonstration of the value placed on excellence in learning and teaching.
 PRLT could support other initiatives to capture and disseminate interesting and good
practice in learning and teaching.
November 2005
4
Cardiff University
Peer Review of Learning and Teaching Project
1.9 Quality Assurance and Quality Enhancement:
Quality Assurance has a role to play in improving quality in HE, but is perceived by many as
concerned with providing evidence for accountability, diverting attention away from teaching
and learning enterprise (Jackson, 2002). Quality Assurance is a useful tool for identifying
areas for change and development but is often associated with responsibility, obligation and
compliance.
Quality Enhancement should be associated with personal and collective development. It is
facilitative and motivated by a desire to improve. Quality Enhancement supports creativity to
solve problems, learn from existing practice, innovate and experiment with practice while
tolerant of a certain amount of risk and failure (Jackson, 2002). PRLT is an opportunity to
understand and sustain the ‘normal’ existing practice – the focus is not to be always creating
something new (Boud, 1999).
The Cardiff University PRLT process must use Quality Assurance processes to monitor its
effectiveness, but is based, at the individual level, on the principles of enhancement.
1.10
Conclusion:
Published literature and an extensive consultation process have informed the Cardiff
University Peer Review of Learning and Teaching Policy Framework. The Policy Framework
and accompanying Guide for Implementation document are available at: www……. A User
Guide for staff and electronic resources offering ideas for practice and links to relevant staff
development resources support the Policy Framework.
November 2005
5
Cardiff University
Peer Review of Learning and Teaching Project
References:
Boud D (1999)
Situating academic development in professional work: using peer learning
International Journal of Academic Development 4 (1): 3-10
Clegg S (2003)
Learning and teaching policies in higher education: mediations and contradictions of
practice
British Educational Research Journal 29 (6): 803-819
Higher Education Academy (2005) Consultation Paper: A standards framework for
teaching and supporting student learning.
HEA: York
Available at: http://www.heacademy.ac.uk/news/20_3370.htm
Jackson N (2002)
Principles to support the enhancement of teaching and student learning: Implications
for educational developers
Educational Developments 3 (1): 1-6
Knight P and Trowler P (2000)
Department-level cultures and improvement of learning and teaching
Studies in Higher Education 25 (1): 69-83
Kreber C (2005)
The Scholarship of teaching
Teaching, Learning and Assessment Centre: University of Edinburgh
Available at: http://www.tla.ed.ac.uk/centre/scholarshiop.htm accessed 28 Sept 2005
Lomas L and Nicholls (2005)
Enhancing teaching quality through Peer Review of Learning and Teaching
Quality in Higher Education 11 (2): 137-149
Guidelines for Higher Education branches: Peer Review and peer observation of
teaching (2002), NAFTE
Available at: http://www.heacademy.ac.uk/resources
‘The Future of Higher Education’ White Paper (2003)
Department for Education and Skills: London
Available at: http://www.dfes.gov.uk/hegateway/strategy/hestrategy/
MacKinnon M M (2001)
Using observational feedback to promote academic development.
The International Journal for Academic Development 6 (1): 21-28
Maier P (2003)
Peer Observation of Teaching: Starter Document.
Southampton University
Available at: http://www.clt.soton.ac.uk/LTIndex/
November 2005
6
Cardiff University
Peer Review of Learning and Teaching Project
Osterman K F and Kottkamp R B (1993)
Reflective Practice for Educators: Improving schooling through professional
development.
Newbury Park, California: Corwin Press
Prosser M (2005)
Show me the evidence
Academy Exchange 1 (1): 8-9
Available at: http://www.heacademy.ac.uk/academyexchange.htm
Rodgers C (2002b)
Seeing student learning: teacher change and the role of reflection
Harvard Educational Review 72 (2): 230-252
Taylor R (2005)
Lifelong learning and the Labour governments 1997-2004.
Oxford Review of Education 31 (1): 101-118
Trowler P, Fanghanel J and Wareham T (2005)
Freeing the chi of change: the Higher Education Academy and enhancing teaching
and learning in higher education.
Studies in Higher Education 30 (4): 427-444
November 2005
7
Cardiff University
Peer Review of Learning and Teaching Project
Appendix 1 - Glossary:
Peers are colleagues normally, but not exclusively, operating within the same or a similar
community of practice. Peers are mutually supportive and will help each other engage
actively in a scholarly, reflective process.
Quality Assurance (QA) refers to the internal and external processes by which the quality of
academic provision is maintained. QA is a useful tool for identifying areas for change and
development but is often associated with responsibility, obligation and compliance (Jackson,
2002).
Quality Enhancement is facilitative and motivated by a desire to improve, and supports
creativity to solve problems, learn from existing practice, innovate and experiment with
practice while tolerant of a certain amount of risk and failure (Jackson, 2002).
Reflective practice is a means by which practitioners can develop a greater self-awareness
about the nature and impact of their performance, an awareness that creates opportunities
for professional growth and development (Osterman and Kottkamp, 1993). Maximum
benefits from reflection are said to occur when the process happens in community, in
interaction with others; when participants value the personal and intellectual growth of
themselves and others; and when participants have time to engage in slow, non-assumptive
thinking (Rodgers, 2002).
Review refers to the opportunity to reflect and visit again any aspect of the teaching: studentlearning interface. The integration of multiple sources of evidence will provide detailed,
descriptive, evidence-based data for peer-assisted reflection on practice.
Scholarship of learning and teaching (SOLT) is characterised by: deep knowledge of the
subject or discipline being taught; pedagogical knowledge specific to the discipline as well as
general pedagogical knowledge; reflectivity; sharing and peer review (Kreber, 2005).
Scholarship in research is recognised as a public activity valued through peer reviewed
journals. Similarly teaching can be recognised as a scholarly, public activity with peer review
and student evaluations an automatic part of CPD (Maier, 2003).
Teaching encompasses the whole breadth of the teaching/learning support role. This
is a departure from deliberate a narrow scrutiny of teaching ‘performance.
November 2005
8
Paper 2