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- Academic Partnerships Handbook
- Approval and Revision of Taught Modules and Programmes Handbook
- Assessment, Progression and Awarding: Taught Programmes Handbook
- Credit and Qualifications Framework
- Exceptional Circumstances Handbook
- External Examining Handbook
- Learning and Teaching Support Handbook
- Postgraduate Research Handbook
- Quality Review & Enhancement Framework
- Student Cases Handbook
- Special Provisions for Online Programmes (including those offered in partnership with Keypath Education)
- Special Provisions for Healthcare Programmes
- Special Provisions for Degree Apprenticeships
- Special Provisions for Programmes with Accreditation Licenced by the Engineering Council
Peer dialogue among staff colleagues is a key dimension of academic and professional life at the University. Through engaging imaginatively in peer dialogue and review, staff can be supported to find the most creative and successful ways of teaching, assessing and supporting students. This applies through all levels of the curriculum, from foundation through undergraduate to postgraduate research programmes.
The peer dialogue system is designed to enable all staff who teach, supervise and/or support students’ learning to gain feedback from one or more colleagues as part of the process of reflecting on their own practices. Detailed guidance on the scheme, including recording feedback/reflection and action planning is hosted on the Annual Review of Teaching (EduExe SharePoint)
The peer dialogue system is designed as part of the suite of developmental opportunities and supportive resources for educators to enhance their practice offered by the Academic Development team. This peer dialogue should not be used in isolation as a procedure for observation/review that is triggered by or is to manage poor performance. In these circumstances, separate procedures are required specifically relating to performance management. See the HR A-Z for more information, including Disciplinary and Grievance Procedures.
Last reviewed August 2022
Last updated April 2024
