What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
Article
Joughin, G., Boud, D., Dawson, P. and Tai, J. 2021. What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education. 46 (1), pp. 80-91. https://doi.org/10.1080/02602938.2020.1733491
| Type | Article |
|---|---|
| Title | What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy |
| Authors | Joughin, G., Boud, D., Dawson, P. and Tai, J. |
| Abstract | While there is now extensive research on informal feedback seeking behaviour by employees in organisations, this literature has received limited attention in higher education. This paper addresses the gap between the two fields of feedback literacy and feedback seeking behaviour. Key organisational feedback seeking behaviour concepts including employee intentions in seeking feedback, the practice of weighing costs and benefits before seeking feedback, the qualities sought in potential feedback providers, feedback seeker characteristics that influence feedback seeking behaviour, and a range of feedback seeking methods and outcomes are outlined and their potential implications for feedback literacy are considered. The paper draws on feedback seeking behaviour literature to propose a research agenda for establishing a stronger and more nuanced understanding of feedback literacy in higher education. |
| Keywords | Feedback seeking behaviour; feedback literacy; eliciting feedback |
| Sustainable Development Goals | 4 Quality education |
| Middlesex University Theme | Creativity, Culture & Enterprise |
| Research Group | Work and Learning Research Centre |
| Publisher | Taylor & Francis (Routledge) |
| Journal | Assessment & Evaluation in Higher Education |
| ISSN | 0260-2938 |
| Electronic | 1469-297X |
| Publication dates | |
| Online | 23 Mar 2020 |
| 02 Jan 2021 | |
| Publication process dates | |
| Accepted | 01 Mar 2020 |
| Deposited | 29 Jun 2020 |
| Output status | Published |
| Accepted author manuscript | File Access Level Open |
| Copyright Statement | This is an Accepted Manuscript of an article published by Taylor & Francis Group in Assessment & Evaluation in Higher Education on 23/03/2020, available online: http://www.tandfonline.com/10.1080/02602938.2020.1733491 |
| Digital Object Identifier (DOI) | https://doi.org/10.1080/02602938.2020.1733491 |
| Web of Science identifier | WOS:000524074300001 |
| Related Output | |
| Has version | https://opus.lib.uts.edu.au/handle/10453/147923 |
| Has version | info:hdl/10453/147923 |
| Language | English |
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Boud, D. 2018. Assessment could demonstrate learning gains, but what is required for it to do so? Higher Education Pedagogies. 3 (1), pp. 54-56. https://doi.org/10.1080/23752696.2017.1413671