Peer reviewing is unquestionably the cornerstone of scholarly activity. It is universally seen as one of the very few ways we have to ensure that what gets published has been subjected to rigorous scrutiny by peers. Entering into this dialogue with other experts in the field is of tremendous benefit to authors, even if it hurts sometimes. But it is also so much more than that: peer reviewing helps us develop our own research and thinking capabilities, improve our criticality, and hone the skill of providing constructive feedback. Peer reviewing is an act of service that makes us a better, stronger, and more resilient academic community. Like all acts of service, it relies on the good that is in us: being generous with time and personal resources, being committed to helping others, having a sense of reciprocal responsibility, feeling a constant desire to learn, and being open to dialogic exchange with authors and editors. I believe it is this dialogic exchange that brings us together as a community. As Co-Lead Editor of the Journal of Learning Development in Higher Education (JLDHE), the questions I was interested in exploring included: How do we ensure that every voice feels valued in peer review? How do we encourage sharing diverse perspectives to achieve better publishing outcomes? How do we attract peers to reviewing and use their goodwill to build a strong, proud, and sustainable scholarly community in learning development?



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Journal of Learning Development in Higher Education





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University of Plymouth