Recruiting, Training, and Co-creation with PGR student reviewers on an academic journal

Danielle Tran

Authors

Danielle Tran University of Greenwich

Keywords:

student reviewer, academic journal, co-creation, professional identity, student/staff collaboration

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.

Author Biography

Danielle Tran, University of Greenwich

Senior Lecturer in Learning, Teaching, and Professional Development

Educational Development Unit

University of Greenwich

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