Peering at the peer review process for conference submissions

Gardner, Anne, Willey, Keith, Jolly, Lesley and Tibbits, Gregory (2012). Peering at the peer review process for conference submissions. In: 2012 Frontiers in Education Conference Proceedings (FIE 2012). FIE 2012: 42nd Annual Frontiers in Education Conference, Seattle, WA, USA, (852-857). 3-6 October, 2012. doi:10.1109/FIE.2012.6462393


Author Gardner, Anne
Willey, Keith
Jolly, Lesley
Tibbits, Gregory
Title of paper Peering at the peer review process for conference submissions
Conference name FIE 2012: 42nd Annual Frontiers in Education Conference
Conference location Seattle, WA, USA
Conference dates 3-6 October, 2012
Proceedings title 2012 Frontiers in Education Conference Proceedings (FIE 2012)
Journal name Conference Proceedings: Frontiers in Education Conference
Place of Publication Piscataway, NJ, USA
Publisher IEEE
Publication Year 2012
Sub-type Fully published paper
DOI 10.1109/FIE.2012.6462393
Open Access Status
ISBN 9781467313537
9781467313520
9781467313513
ISSN 1539-4565
Start page 852
End page 857
Total pages 6
Language eng
Formatted Abstract/Summary
For many scholars conference papers are a stepping stone to submitting a journal article. However with increasing time pressures for presentation at conferences, peer review may in practice be the only developmental opportunity from conference attendance. Hence it could be argued that the most important opportunity to acquire the standards and norms of the discipline and develop researchers' judgement is the peer review process - but this depends on the quality of the reviews. In this paper we report the findings of an ongoing study into the peer review process of the Australasian Association for Engineering Education (AAEE) annual conference. We began by examining the effectiveness of reviews of papers submitted to the 2010 conference in helping authors to improve and/or address issues in their research. Authors were also given the chance to rate their reviews and we subsequently analysed both the nature of the reviews and authors' responses. Findings suggest that the opportunity to use the peer review process to induct people into the field and improve research methods and practice was being missed with almost half of the reviews being rated as 'ineffectual'. Authors at the 2011 AAEE conference confirmed the findings from the 2010 data. The results demonstrate the lack of a shared understanding in our community of what constitutes quality research. In this paper in addition to the results of the above-mentioned studies we report the framework being adopted by the AAEE community to develop criteria to be applied at future conferences and describe the reviewer activity aimed at increasing understanding of standards and developing judgement to improve research quality within our engineering education community.
Subjects 1706 Computer Science Applications
1712 Software
3304 Education
Keyword Peer review
Research quality
Engineering education research
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Conference Paper
Collection: School of Mechanical & Mining Engineering Publications
 
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