Capacity Building in Teaching Organisations: Innovative Peer Review Approach in Higher Education

Capacity Building in Teaching Organisations: Innovative Peer Review Approach in Higher Education

Aniko Kalman (Budapest University of Technology and Economics, Budapest, Hungary)
DOI: 10.4018/IJQAETE.2017010103
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Universities must be sensitive to the changing expectations of students and work-life continuum in the 21st century. Improving performance and teaching quality, enhancing learning experience and effectiveness create a more and more demanding environment for the universities, where students require better knowledge. It raises new kinds of needs for quality development. As an answer to the external threats and the internal opportunities concerning quality issues, the Faculty of Economics and Social Sciences at the Budapest University of Technology and Economics developed a new strategy, focussing on learning organisation and student satisfaction. We have identified “peer support review' as an essential process for reviewing teaching processes, ideas and identifying “catching mistakes', as well as for improving the quality of the teaching service. We argue that a “culture of peer reviewing' is an important ingredient and a critical factor in order that quality improvement can be achieved.
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Learning Instead Of Education?

The learning process is always a mutual effect, interaction and transaction between man and his environment. The environment is always the source of events and information (facts, instructions, interpretations, valorisations, etc.), which can often but not always be represented or simulated in models. If somebody learns to ride, sooner or later s/he has to mount a horse.

The only theoretically indispensable element of ‘teaching’ is validation (approval – disapproval), though selected and organized cases and information will no doubt speed up and ease the learning process (while raising other special problems). In this interpretation, ‘learning from nature’ and ‘history as a master of teaching’ are not only metaphors but also informal cases of education.

Of course, the school or a course is not the only source of communicative learning. Numerous are the professions and situations where many people make a deliberate attempt to inform, influence and develop others. When someone knowingly gives his/her mind to these ‘parables’, then all this is non-formal education.

Of course, teaching / learning intentions cannot guarantee the learning impact. There is always the possibility that ‘A’ does not want to teach and ‘B’ does not want to learn. Even then ‘A’ can lastingly mark ‘B’. But the opposite case can also happen, when common will and efforts are unable to yield a result.

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