The Influence of Disciplinary Background on Peer Reviewers’ Evaluations of Engineering Education Journal Manuscripts

Abstract

This is the first of a series of studies that explore the relationship between disciplinary background and the weighting of various elements of a manuscript in peer reviewers’ determination of publication recommendations. Research questions include: (1) To what extent are tacit criteria for determining quality or value of EER manuscripts influenced by reviewers’ varied disciplinary backgrounds and levels of expertise? and (2) To what extent does mentored peer review professional development influence reviewers’ EER manuscript evaluations? Data were collected from 27 mentors and mentees in a peer review professional development program. Participants reviewed the same two manuscripts, using a form to identify strengths, weaknesses, and recommendations. Responses were coded by two researchers (70% IRR). Our findings suggest that disciplinary background influences reviewers’ evaluation of EER manuscripts. We also found evidence that professional development can improve reviewers’ understanding of EER disciplinary conventions. Deeper understanding of the epistemological basis for manuscript reviews may reveal ways to strengthen professional preparation in engineering education as well as other disciplines