What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy

Joughin, G; Boud, D; Dawson, P; Tai, J

What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy

Joughin, G Boud, D

Dawson, P Tai, J

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2021, 46, (1), pp. 80-91
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Joughin, G
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Dawson, P
dc.contributor.author	Tai, J
dc.date.accessioned	2021-04-09T03:08:49Z
dc.date.available	2021-04-09T03:08:49Z
dc.date.issued	2021-01-01
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2021, 46, (1), pp. 80-91
dc.identifier.issn	0260-2938
dc.identifier.issn	1469-297X
dc.identifier.uri	http://hdl.handle.net/10453/147923
dc.description.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.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Assessment and Evaluation in Higher Education
dc.relation.isbasedon	10.1080/02602938.2020.1733491
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in [Assessment and Evaluation in Higher Education, 2021, 46, (1), pp. 80-91], available online: https://www.tandfonline.com/doi/full/10.1080/02602938.2020.1733491]”
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.title	What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
dc.type	Journal Article
utslib.citation.volume	46
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
dc.date.updated	2021-04-09T03:08:48Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	46
utslib.citation.issue	1

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.

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http://hdl.handle.net/10453/147923