Reviewing the literature: collaborative professional learning for academics in higher education

Sinnayah, Puspha ORCID: 0000-0002-9811-7236, Ambler, Trudy ORCID: 0000-0003-2654-6274, Kelly, Kate ORCID: 0000-0003-2954-2009, Konjarski, Loretta ORCID: 0000-0003-2624-7493, Tangalakis, Kathy ORCID: 0000-0001-5735-326X and Smallridge, Andrew ORCID: 0000-0001-6645-760X (2023) Reviewing the literature: collaborative professional learning for academics in higher education. Innovations in Education and Teaching International. pp. 1-15. ISSN 1470-3297


The literature indicates that collaborative activities can support professional learning (PL) for academics teaching in higher education (HE). Nevertheless, limited approaches for collegial PL exist that can be embedded in the day-to-day work of busy academics. This paper reports on an evidence-based approach to practice that was undertaken to develop an authentic, structured, collegial approach to PL for academics. This involved a review and synthesis of relevant literature, which revealed that collegial PL could be supported through self-initiated communities of academics; collaborative, social interaction with peers; safe, non-judgemental, supportive, conversations; critical reflection; sustained inquiry into practice; an exploration of perspectives; and bespoke resources. These findings informed the development of the Collaborative Peer-Observation Learning Circles (CPO/LC). The approach includes a four-stage process and adaptable template resources designed to facilitate academics’ collegial PL while also meeting the needs of accreditation requirements in HE.

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Item type Article
DOI 10.1080/14703297.2023.2227614
Official URL
Subjects Current > FOR (2020) Classification > 3903 Education systems
Current > Division/Research > First Year College
Current > Division/Research > Institute for Health and Sport
Current > Division/Research > Institute for Sustainable Industries and Liveable Cities
Keywords higher education, professional learning, academics, academic performance
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