Feedback is usually given for the primary benefit of the feedback recipient and often involves the unidirectional delivery of information. The purpose of this paper is to reverse…
Abstract
Purpose
Feedback is usually given for the primary benefit of the feedback recipient and often involves the unidirectional delivery of information. The purpose of this paper is to reverse this emphasis and examines the impacts on students of giving feedback to staff as an ongoing dialogue in the delivery of a teaching unit.
Design/methodology/approach
This novel study uses surveys and focus groups for an in-depth case study of the impact of students giving feedback to staff. It examines different aspects of students’ experiences related to their sense of being supported and valued, together with issues of relevance, timeliness and the actionability of feedback.
Findings
Results show that the regular giving of feedback by students and their subsequent academic actions can help increase students’ sense of being supported and valued. The strongest correlations occurred between the responses of those who felt valued and supported and their perception that their own feedback was acted upon during the semester. There is also some evidence suggesting that students felt valued when observing that other students’ feedback was acted upon either immediately or in the future.
Research limitations/implications
The single case study approach to this research means that only one cohort of students was tested. Research on further cohorts would help to validate the findings.
Practical implications
This study could have implications for teaching quality and practice in better directing, communicating, engaging and following up on student feedback.
Originality/value
Whilst the benefit to the staff of student feedback is well documented, there is little evidence documenting benefits to students. This study addresses this gap in existing research.
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Nick Kelly, Claire Brophy, Lisa Scharoun, Melanie Finger and Deanna Meth
The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be…
Abstract
Purpose
The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and heuristics for its successful use, based upon the authors' collective experiences.
Design/methodology/approach
This practitioner paper presents a case-study of co-design in a university context. Staff from across disciplinary boundaries were brought together to co-design novel learning experiences for students for a non-traditional context.
Findings
Findings from a case study are used to highlight the strengths of a co-design approach, as understood through the lenses of networked learning and self-determination theory. It juxtaposes co-design for staff learning with other approaches and finds it to be valuable and underutilised.
Research limitations/implications
The research discusses a single case study involving two workshops with a sample size of 112 participants. It is included as an example of co-design for professional learning in higher education.
Originality/value
Co-design for professional learning in higher education is poorly understood and presently underutilised. This paper addresses this gap by presenting an example of co-design for professional learning in higher education and theorising its significance.
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Holly Russell, Rachel Fitzgerald, Deanna Meth and Henk Huijser
As universities grapple with the question of how to prepare students for increasingly uncertain futures, the development of evidence-based frameworks to guide academic program1…
Abstract
As universities grapple with the question of how to prepare students for increasingly uncertain futures, the development of evidence-based frameworks to guide academic program1 design is critical. Here, we propose a strategic framework with a high impact on program design, implementation, and evaluation as well as mentoring and support for academic program leaders. High impact can be achieved when program leaders are enabled to embed key future-focused capabilities and skills across the curriculum in a program. In order to ensure that these capabilities are systematically and cohesively embedded in students’ learning journeys, we suggest that academic program leaders (e.g., Directors of Studies, Subject Area Coordinators, etc.) require strategic approaches to program design, implementation, and evaluation, as well as mentoring and support. Such approaches would ensure that high impact practices are consistently employed, rather than being the exception in isolated courses.2 At Queensland University of Technology, we have developed a holistic model to support “whole-of-program” design for award programs across faculties and disciplines, in a coherent and strategic way. The model we use is based on a framework for curriculum design called the Future Focused Curriculum Design Framework (FFCF), and is an iterative model that places learners at the center of their learning to enable meaningful change to the design of programs. The adoption of the framework is supported by curriculum design studios situated within each discipline-specific faculty,3 which are made up of curriculum and learning designers, working closely with academics in different faculties. A key element of the process is that curriculum design studios enable relationships and communities to develop (Wenger et al., 2002), which in turn allows for contextualized practice. This holistic model supports whole-of-program design for award programs, in a coherent and strategic way and enables communities of practice to emerge in an iterative manner. In this chapter, we share our experiences with using this model and the impacts it has achieved, and we reflect on ways it be adapted for future use and in other contexts.
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Hsiu‐Yuan Tsao, Leyland F. Pitt and Albert Caruana
Previous research has focused on identifying factors that influence buyers who uses price as a cue to quality. However, little work has been done to explain the theory of…
Abstract
Previous research has focused on identifying factors that influence buyers who uses price as a cue to quality. However, little work has been done to explain the theory of association and the psychological processes behind the buyer’s price‐quality association. This study examines the process from a psychological perspective and examines some antecedent variables in the formation of a price‐quality inferential belief. Data is collected for two product categories among a sample of young respondents. Results show that (1) the link between perceptual and inferential belief about the price‐quality association is stronger when the perceptual belief is based on direct purchase experience rather than on advertising; (2) buyers that lack direct purchase experience of a product category tends to rely on advertising to form their inferential belief. Implications are discussed, limitations are noted and directions for future research are indicated.
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Hugh M. Cannon and Fred W. Morgan
Discusses pricing decision making, one of the oldest marketingtopics, including several pricing methods. Presents a strategic pricingframework, developed from pricing literature…
Abstract
Discusses pricing decision making, one of the oldest marketing topics, including several pricing methods. Presents a strategic pricing framework, developed from pricing literature. Presents rules for evaluating strategic pricing alternatives. Offers a model for marketers to explain and improve pricing decision‐making.