Issues and Agency: Postgraduate student and tutor experiences with written feedback

H S Sanchez; Katie Dunworth

doi:10.1080/02602938.2014.921885

Issues and Agency: Postgraduate student and tutor experiences with written feedback

H S Sanchez, Katie Dunworth

Department of Education

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

9 Citations (SciVal)

292 Downloads (Pure)

Abstract

This paper examines the issues which postgraduate students and tutors experienced as they engaged in receiving, providing and requesting feedback, aswell as the strategies which they adopted as they sought resolution of these issues. The study employed a case study approach, using data obtained from semi-structured and stimulated recall interviews with students and staff from three discipline areas at one university in the UK. The findings reinforce the conclusions that have been drawn in a number of previous studies in terms of the sources of dissatisfaction emerging from individual interactions and institutional practices. Additionally, however, the results expand on our current understanding of feedback and agency in higher education by illustrating how participants sought out imaginative solutions to the challenges they experienced, in order to enhance the effectiveness of the feedback process. The diversity of the strategies used provides evidence of student and tutor agency, and has implications for current feedback practices and future research in this area.

Original language	English
Pages (from-to)	456-470
Number of pages	16
Journal	Assessment and Evaluation in Higher Education
Volume	40
Issue number	3
Early online date	27 May 2014
DOIs	https://doi.org/10.1080/02602938.2014.921885
Publication status	Published - 2015

Bibliographical note

Hugo Santiago Sanchez is a lecturer at the Department of Education, University of Bath. He has worked as a language teacher, lecturer, teacher trainer and researcher in Argentina and the UK for over 17 years. His research, publications and professional work focus on teacher and student cognition, teacher education and development, teacher research and language awareness. He is a fellow of the Higher Education Academy.

Katie Dunworth works at the University of Bath, where she lectures and conducts research in the Department of Education. She has been involved in higher education for over 20 years, as a lecturer, researcher and academic administrator in Australia and the UK. A former co-editor of TESOL in Context and the English Australia Journal, her research interests include student
development in higher education and the internationalisation of higher education.

Keywords

feedback; perceived issues; coping strategies; agency.

Access to Document

10.1080/02602938.2014.921885

Sanchez & Dunworth 2014 - Authors' accepted copy.PDF
This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment & Evaluation in Higher Education on 27 May 2014, available online: https://www.tandfonline.com/doi/full/10.1080/02602938.2014.921885
Accepted author manuscript, 89.3 KB

1 Finished

Postgraduate students’ and tutors’ knowledge, perceptions, and beliefs about feedback provision: A multiple case study across the disciplines.
Sanchez, S. (PI) & Grimshaw, T. (CoI)
1/09/12 → 31/08/13
Project: UK charity

Santiago Sanchez
- H.S.Sanchezbath.acuk
- Department of Education - Senior Lecturer
- Centre for Qualitative Research
Person: Research & Teaching

Cite this

@article{fb69896da5424364874b3c959dc5d029,

title = "Issues and Agency: Postgraduate student and tutor experiences with written feedback",

abstract = "This paper examines the issues which postgraduate students and tutors experienced as they engaged in receiving, providing and requesting feedback, aswell as the strategies which they adopted as they sought resolution of these issues. The study employed a case study approach, using data obtained from semi-structured and stimulated recall interviews with students and staff from three discipline areas at one university in the UK. The findings reinforce the conclusions that have been drawn in a number of previous studies in terms of the sources of dissatisfaction emerging from individual interactions and institutional practices. Additionally, however, the results expand on our current understanding of feedback and agency in higher education by illustrating how participants sought out imaginative solutions to the challenges they experienced, in order to enhance the effectiveness of the feedback process. The diversity of the strategies used provides evidence of student and tutor agency, and has implications for current feedback practices and future research in this area.",

keywords = "feedback; perceived issues; coping strategies; agency.",

author = "Sanchez, {H S} and Katie Dunworth",

note = "Hugo Santiago Sanchez is a lecturer at the Department of Education, University of Bath. He has worked as a language teacher, lecturer, teacher trainer and researcher in Argentina and the UK for over 17 years. His research, publications and professional work focus on teacher and student cognition, teacher education and development, teacher research and language awareness. He is a fellow of the Higher Education Academy. Katie Dunworth works at the University of Bath, where she lectures and conducts research in the Department of Education. She has been involved in higher education for over 20 years, as a lecturer, researcher and academic administrator in Australia and the UK. A former co-editor of TESOL in Context and the English Australia Journal, her research interests include student development in higher education and the internationalisation of higher education.",

year = "2015",

doi = "10.1080/02602938.2014.921885",

language = "English",

volume = "40",

pages = "456--470",

journal = "Assessment and Evaluation in Higher Education",

issn = "1469-297X",

publisher = "Taylor and Francis",

number = "3",

}

TY - JOUR

T1 - Issues and Agency

T2 - Postgraduate student and tutor experiences with written feedback

AU - Sanchez, H S

AU - Dunworth, Katie

N1 - Hugo Santiago Sanchez is a lecturer at the Department of Education, University of Bath. He has worked as a language teacher, lecturer, teacher trainer and researcher in Argentina and the UK for over 17 years. His research, publications and professional work focus on teacher and student cognition, teacher education and development, teacher research and language awareness. He is a fellow of the Higher Education Academy. Katie Dunworth works at the University of Bath, where she lectures and conducts research in the Department of Education. She has been involved in higher education for over 20 years, as a lecturer, researcher and academic administrator in Australia and the UK. A former co-editor of TESOL in Context and the English Australia Journal, her research interests include student development in higher education and the internationalisation of higher education.

PY - 2015

Y1 - 2015

N2 - This paper examines the issues which postgraduate students and tutors experienced as they engaged in receiving, providing and requesting feedback, aswell as the strategies which they adopted as they sought resolution of these issues. The study employed a case study approach, using data obtained from semi-structured and stimulated recall interviews with students and staff from three discipline areas at one university in the UK. The findings reinforce the conclusions that have been drawn in a number of previous studies in terms of the sources of dissatisfaction emerging from individual interactions and institutional practices. Additionally, however, the results expand on our current understanding of feedback and agency in higher education by illustrating how participants sought out imaginative solutions to the challenges they experienced, in order to enhance the effectiveness of the feedback process. The diversity of the strategies used provides evidence of student and tutor agency, and has implications for current feedback practices and future research in this area.

AB - This paper examines the issues which postgraduate students and tutors experienced as they engaged in receiving, providing and requesting feedback, aswell as the strategies which they adopted as they sought resolution of these issues. The study employed a case study approach, using data obtained from semi-structured and stimulated recall interviews with students and staff from three discipline areas at one university in the UK. The findings reinforce the conclusions that have been drawn in a number of previous studies in terms of the sources of dissatisfaction emerging from individual interactions and institutional practices. Additionally, however, the results expand on our current understanding of feedback and agency in higher education by illustrating how participants sought out imaginative solutions to the challenges they experienced, in order to enhance the effectiveness of the feedback process. The diversity of the strategies used provides evidence of student and tutor agency, and has implications for current feedback practices and future research in this area.

KW - feedback; perceived issues; coping strategies; agency.

U2 - 10.1080/02602938.2014.921885

DO - 10.1080/02602938.2014.921885

M3 - Article

SN - 1469-297X

VL - 40

SP - 456

EP - 470

JO - Assessment and Evaluation in Higher Education

JF - Assessment and Evaluation in Higher Education

IS - 3

ER -

Issues and Agency: Postgraduate student and tutor experiences with written feedback

Abstract

Bibliographical note

Keywords

Access to Document

Fingerprint

Projects

Postgraduate students’ and tutors’ knowledge, perceptions, and beliefs about feedback provision: A multiple case study across the disciplines.

Profiles

Santiago Sanchez

Cite this