Why become a peer-reviewer for IJAP?

This is an opportunity to become involved with a journal with national scope and to help shape the emerging discussions around learning, teaching and assessment in Irish HE. Acting as a peer-reviewer is an honorary position and we will acknowledge reviewers names and contributions as part of the Editorial Advisory Panel.

Editorial Board


  • Dr Roisin Donnelly, TU Dublin
  • Dr Claire McAvinia, TU Dublin
  • Dr Kevin C. O’Rourke, TU Dublin
  • Editorial Advisory Panel

    Dr Jen Harvey, TU Dublin

    Dr Claire McDonnell, TU Dublin

    Ms. Catríona Ní Shé, Trinity College Dublin

    Dr. Pauline Rooney, Trinity College Dublin

    Kerry Meakin, TU Dublin

    Dr Diana Mitchell, TU Dublin

    Odette Gabaudan, TU Dublin

    Prof Michael Seery, University of Edinburgh

    Prof Bill Hunter, Ontario Tech University

    Dr Miriam O’Donoghue, TU Dublin

    Dr Ashley O’Donoghue, TU Dublin

    Dr Barry Ryan, TU Dublin

    Dr Julie Dunne, TU Dublin

    Dr Deirdre Duffy, TU Dublin

    Maria Jose Gonzalez, TU Dublin

    Dr Brian Barry, Law, TU Dublin

    Dr Fiona McSweeney, TU Dublin

    Dr Patrick Flynn, TU Dublin

    Dr Derek Dodd, TU Dublin

    Dr Ana Schalk, TU Dublin

    Dr Muireann O’Keeffe, TU Dublin

    Dolores McManus, TU Dublin

    Dr Ita Kennelly, NCI

    Pat O’Donnell, TU Dublin

    Dr Catherine Bates, TU Dublin

    Damian Gordon, TU Dublin

    Dr Orla Hanratty, University College Dublin

    This Editorial Advisory Panel may be augmented at any time.

    Graduates are invited to join the Editorial Advisory Panel and undertake peer reviews to benefit from this process in the following ways:

    • The benefits of being a journal issue ‘voyeur’: There is no denying the considerable administrative content of this kind of undertaking, but what is beneficial about this opportunity is that you are well-positioned to observe the editorial decision-making, intellectual and creative judgements, and compromises that are being made in order to make the issue as worthwhile a contribution as possible – this can make it a rich learning opportunity. Looking into the world of editing, trying it in a supportive context, and observing how more experienced academics do this particular set of activities can allow you to learn both by observing and by doing.
    • Substantive and theoretical learning: This can be an opportunity to develop understandings of areas of educational research from the vantage point of different national contexts and a range of theoretical standpoints. It can also be an opportunity to see how more experienced researchers use theory to support their interrogation of educational policies and practices, and can be a helpful way of expanding one’s own repertoire.
    • Insights into the Peer Review Process: Being able to discern how committed reviewers are through the experience of working on a journal issue. Realising that a variety of styles of critique exist, and thoughtful review is integral to the development and quality of a paper.
    • Joining a community: This experience can be an important step in terms of beginning to find a place in an academic community. Working with people who share core concerns is a useful experience, as is getting to read and review work which voices these concerns in insightful and critical ways, seeking to move a field of study forward. Joining a community of like-minded people to think with, learn from and write with are all demanding but provide enjoyable and rich learning opportunities.