From performativity to professionalism: lecturers responses to student feedback Export

@article{citeulike:5122290, abstract = {Student evaluation questionnaires are used to measure academics’ performance in most English universities. Academics are assumed to respond professionally to student feedback, making appropriate improvements to their teaching. This paper describes a small-scale study into lecturers’ responses to student feedback. The evidence from semi-structured interviews suggests that the process is complex and is influenced by lecturers’ perceptions, beliefs and feelings. A typology of lecturers’ responses is developed, linked to concepts of performativity and professionalism, and consisting of four possible reactions: shame, blame, tame (the students) and reframe (the negative as something positive).}, author = {Arthur, Linet}, citeulike-article-id = {5122290}, citeulike-linkout-0 = {http://dx.doi.org/10.1080/13562510903050228}, doi = {10.1080/13562510903050228}, journal = {Teaching in Higher Education}, keywords = {evaluation, teaching}, number = {4}, pages = {441--454}, posted-at = {2009-07-12 01:54:33}, priority = {2}, publisher = {Routledge}, title = {From performativity to professionalism: lecturers’ responses to student feedback}, url = {http://dx.doi.org/10.1080/13562510903050228}, volume = {14}, year = {2009} }

TY - JOUR ID - citeulike:5122290 L3 - citeulike-article-id:5122290 N2 - Student evaluation questionnaires are used to measure academics’ performance in most English universities. Academics are assumed to respond professionally to student feedback, making appropriate improvements to their teaching. This paper describes a small-scale study into lecturers’ responses to student feedback. The evidence from semi-structured interviews suggests that the process is complex and is influenced by lecturers’ perceptions, beliefs and feelings. A typology of lecturers’ responses is developed, linked to concepts of performativity and professionalism, and consisting of four possible reactions: shame, blame, tame (the students) and reframe (the negative as something positive). IS - 4 JF - Teaching in Higher Education EP - 454 TI - From performativity to professionalism: lecturers’ responses to student feedback PB - Routledge VL - 14 SP - 441 KW - evaluation KW - teaching AU - Arthur, Linet PY - 2009/// UR - http://dx.doi.org/10.1080/13562510903050228 ER -