Navé Wald

TL;DR: This article examined the use of peer review in an undergraduate ecology program, in which students write a research proposal as a grant application, prior to carrying out the research project, and students wrote a rebuttal for every feedback point before re-drafting and submission.

TL;DR: In this article, the potential of student peer review in higher education was investigated by examining how repeated practice influences student learning. But, the study focused on student learning and did not consider the impact of repeated practice on academic performance.

TL;DR: In this article, the concept of "powerful knowledge" is examined and the key to attaining powerful knowledge is "epistemic access" to the discipline, which is access of the generative principles of knowledge creation, and it is argued that in addition to such an aspirational "outcome" it can be part of the process of education and early acquisition of powerful knowledge can influence all subsequent formal and informal learning experiences as the student progresses though university.

TL;DR: In this paper, the authors examine graduate attributes as a conceptual framework and argue that these are rooted in the neoliberalisation of the university and the increasing importance of employability as a marker for quality university teaching.