Students’ feedback experiences and expectations pre- and post-university entry

Keith Gray; Robert Riegler; Michael Walsh

doi:10.1007/s43545-022-00313-y

Students’ feedback experiences and expectations pre- and post-university entry

Keith Gray, Robert Riegler^*, Michael Walsh

^*Corresponding author for this work

Economics, Finance and Entrepreneurship

Research output: Contribution to journal › Article › peer-review

Abstract

Feedback on submitted work is a crucial element of students’ learning process, but UK undergraduate students are often dissatisfied with the nature and process of university feedback. This article explores the causes of this dissatisfaction by analysing students’ past feedback experiences pre-university and how these relate to their expectations regarding feedback at the Higher Education level. This study is based on a large survey undertaken at a UK Business School at the beginning of course induction meetings for 1st year undergraduate students. The results reveal that there is a significant misalignment between students’ university feedback expectations and actual university feedback. These findings highlight the importance of managing student expectations regarding the nature and timeliness of feedback. This paper offers suggestions for feedback design and managing students' feedback expectations for course leaders to facilitate students’ transition from schools and colleges to UK universities.

Original language	English
Article number	16
Journal	SN Social Sciences
Volume	2
Issue number	2
Early online date	29 Jan 2022
DOIs	https://doi.org/10.1007/s43545-022-00313-y
Publication status	Published - 29 Jan 2022

Bibliographical note

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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10.1007/s43545-022-00313-yLicence: CC BY 3.0

Students’ feedback experiences and expectations
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Final published version, 1.14 MBLicence: CC BY 3.0

Cite this

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abstract = "Feedback on submitted work is a crucial element of students{\textquoteright} learning process, but UK undergraduate students are often dissatisfied with the nature and process of university feedback. This article explores the causes of this dissatisfaction by analysing students{\textquoteright} past feedback experiences pre-university and how these relate to their expectations regarding feedback at the Higher Education level. This study is based on a large survey undertaken at a UK Business School at the beginning of course induction meetings for 1st year undergraduate students. The results reveal that there is a significant misalignment between students{\textquoteright} university feedback expectations and actual university feedback. These findings highlight the importance of managing student expectations regarding the nature and timeliness of feedback. This paper offers suggestions for feedback design and managing students' feedback expectations for course leaders to facilitate students{\textquoteright} transition from schools and colleges to UK universities.",

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Students’ feedback experiences and expectations pre- and post-university entry

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