Peer review: No crime no punishment

Pages: 295-304

DOI: 10.11647/obp.0462.25

Abstract:

This chapter critiques traditional peer-review practices in Higher Education, which can often be weaponised to position lecturers as deficient and isolate them in service of managerial agendas. In contrast, the Department of Nursing Sciences at Bournemouth University has developed a collaborative, supportive model grounded in the concept of “huddles”. Drawing on this approach, the department has fostered a range of pedagogical innovations—including walking seminars, a teddy bear project for early years nursing students, drawing for learning, and Lego Serious Play®—to enhance student learning and challenge the transmissive norms of STEM education. The reimagined peer-review process promotes connection, wellbeing, and a shared sense of purpose, aligning with a broader commitment to humanising the curriculum.

Source: Scopus