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

Joughin, Gordon, Boud, David ORCID: https://orcid.org/0000-0002-6883-2722, Dawson, Phillip and Tai, Joanna (2021) What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education, 46 (1) . pp. 80-91. ISSN 0260-2938 [Article] (doi:10.1080/02602938.2020.1733491)

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Official URL: https://doi.org/10.1080/02602938.2020.1733491

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.

Item Type:	Article
Keywords (uncontrolled):	Feedback seeking behaviour, feedback literacy, eliciting feedback
Research Areas:	A. > Work and Learning Research Centre
Item ID:	30596
Notes on copyright:	This is an Accepted Manuscript of an article published by Taylor & Francis Group in Assessment & Evaluation in Higher Education on 23/03/2020, available online: http://www.tandfonline.com/10.1080/02602938.2020.1733491
Useful Links:	Middlesex University Expert Profile Publisher's T&Cs Publisher Publication
Depositing User:	David Boud
Date Deposited:	29 Jun 2020 18:19
Last Modified:	29 Nov 2022 18:04
URI:	https://eprints.mdx.ac.uk/id/eprint/30596

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