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In this paper we highlight the benefits of engaging with internal (academic reviewers and student reviewers) and external (Students’ Union) stakeholders in the implementation of a voluntary system of reviews of teaching in Higher Education. In particular, we describe our experience in introducing such a model in a research-intensive institution in the UK and reflect on the conditions and challenges for such a scheme to bring positive change in terms of teaching practices, academic culture and student experience.
Hollenberg et al. (Fri,) studied this question.