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Abstract Peer observation of teaching can be seen as a means by which the quality of the teaching and learning process in higher education establishments is both accounted for and improved. The majority of the literature to date has focused on the mechanisms for implementing peer observation systems and its links to enhanced professional practice. However, little attention has been given to the complexities involved in delivering the peer observation process, and how it may be managed and integrated in order to maximize benefits for teaching and learning. This article reports on an evaluation of two systems of the peer observation within one 'post 1992' university. It utilizes data from semi‐structured interviews with lecturers, and identifies the need for a clear focus and goals. It also illustrates the necessity to see both the breadth and depth of the process. Notes Corresponding author. Institute for Education Policy Research, Staffordshire University, Leek Road, Stoke‐on‐Trent ST4 2DE, UK. Email: l.j.fletcher@staffs.ac.uk
Hammersley‐Fletcher et al. (Fri,) studied this question.