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Roxå, T., & Mårtensson, K. (2011). Improving University Teaching through Student Feedback: A Critical Investigation. In C. Sid Nair, & P. Mertova (Eds.), Student Feedback: The Cornerstone to an Effective Quality Assurance System in Higher Education (pp. 61-80). Woodhead Publishing Limited.
https://doi.org/10.1016/b978-1-84334-573-2.50004-5

has been cited by the following article:

• TITLE: How University Teaching Staff Learn from Negative Student Feedback

  AUTHORS: Käthe Schneider, Amine Merve Ercan, Ekin Bayar, Uliana Proskunina

  KEYWORDS: Student Evaluation of Teachers, University Teaching Staff, Grounded Theory, Modes of Learning from Negative Feedback

  JOURNAL NAME: Psychology, Vol.15 No.9, September 14, 2024

  ABSTRACT: Based on a grounded theory approach, the study investigated how university teaching staff are learning from negative feedback in student evaluations of teachers (SETs). To collect qualitative data semi-structured interviews were conducted with 16 university teaching staff from a German university. Voluntary sampling method was used to select participants with an intention to learn from SETs. The interviews were audio-recorded, transcribed, and analyzed through open, axial and selective coding. The analysis resulted in a typology of four learning modes centered on a newly introduced category of dealing with negative feedback. This typology does not only expand the theoretical knowledge of learning from SETs but also provide valuable insights into differential learning potentials.