Characterising feedback cultures in higher education: an analysis of strategy documents from 134 UK universities Winstone, Naomi 2022, Characterising feedback cultures in higher education: an analysis of strategy documents from 134 UK universities, Higher Education, pp. 1-19, doi: 10.1007/s10734-022-00818-8. Attached Files Name Description MIMEType Size Downloads Title Characterising feedback cultures in higher education: an analysis of strategy documents from 134 UK universities Author(s) Winstone, Naomi Journal name Higher Education Start page 1 End page 19 Total pages 19 Publisher Springer Place of publication Berlin, Germany Publication date 2022 ISSN 0018-1560 1573-174X Keyword(s) Assessment Feedback Transmission-focused Learning-focused Feedback cultures Social Sciences Education & Educational Research LEARNING CULTURES Summary AbstractFeedback can be framed as a one-way transmission of information driven by educators, or as a two-way process, in which students’ agentic participation is critical to its success. Despite calls for a shift away from the former framing towards the latter, transmission-focused models of feedback continue to dominate practice internationally. Approaches to feedback in any given setting are likely influenced by the dominant feedback culture. The present study aimed to characterise ‘feedback cultures’ within higher education by systematically examining how feedback is framed in 134 UK universities’ (a) educational strategies and (b) Teaching Excellence Framework (TEF) Provider statements. These documents serve to encapsulate each institution’s views of excellence and best-practice; nevertheless, analysis of the documents revealed a stronger focus on the transmission of feedback comments than on supporting students’ learning through feedback processes. Linguistically, students were positioned passively within the documents, as being on the receiving end of teachers’ actions, rather than actively driving their own learning through feedback. These findings inform a framework for conceptualising feedback cultures in higher education, which positions approaches to feedback design, feedback processes and the evaluation and development of feedback on a continuum from transmission-focused to learning-focused. It is argued that strategy documents shape practice in subtle ways; in order to shift towards learning-focused feedback cultures, consideration must be given to how students’ roles and responsibilities are positioned in both policy and practice. Language eng DOI 10.1007/s10734-022-00818-8 Indigenous content off Field of Research 1301 Education Systems 1302 Curriculum and Pedagogy 1303 Specialist Studies in Education HERDC Research category C1 Refereed article in a scholarly journal Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30171585 Document type: Journal Article Collections: Open Access Collection Deakin Learning Futures Other Related Links Link Description Link to full text (Open Access) Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Tue, 31 May 2022, 15:19:42 EST Tue, 31 May 2022, 16:07:00 EST Wed, 29 Jun 2022, 06:05:59 EST Tue, 19 Jul 2022, 09:29:36 EST Tue, 19 Jul 2022, 13:38:26 EST Tue, 19 Jul 2022, 13:51:11 EST Tue, 19 Jul 2022, 13:57:51 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 1 times in Scopus Search Google Scholar Access Statistics: 7 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Tue, 31 May 2022, 15:19:42 EST