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Recruiting, training, and co-creation with PGR student reviewers on an academic journal

Recruiting, training, and co-creation with PGR student reviewers on an academic journal

Tran, Danielle (2018) Recruiting, training, and co-creation with PGR student reviewers on an academic journal. The Journal of Educational Innovation, Partnership and Change, 4 (1). ISSN 2055-4990 (doi:https://doi.org/10.21100/jeipc.v4i1.671)

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Abstract

Compass has, like most other academic journals, traditionally reflected the reviews and voices of staff in Higher Education, even though postgraduate researchers (PGRs) are encouraged to submit work to it. In the interests of creating a more inclusive journal, a behind-the-scenes effort to increase student interaction with it led to an email invitation to PGRs to act, in collaboration with staff, as student reviewers.

An application process was implemented as part of the recruitment stage. PGRs had to select a published text from the Compass archives and review the piece, using a standard review form. Each application was peer reviewed and individuals were then informed of the decision. Three PGRs and an Intern eventually participated in a training session which introduced them more explicitly to the scope and aims of the journal. It has been found that being student reviewers for Compass has helped these PGRs to develop their professional identity. The role which PGR student reviewers now play in Compass also increases their evidence of impact and introduces them to a research publication context with which they were not previously familiar.

Item Type: Article
Uncontrolled Keywords: student reviewer, academic journal, co-creation, professional identity, student/staff collaboration
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Greenwich Research into Innovative Pedagogies (GRIP)
Last Modified: 16 Apr 2018 10:15
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: GREAT a
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/19791

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