Feedback loop

September 15, 2011

It is astonishing that the issue of how to use student feedback is still so problematic ("Efforts to secure student feedback 'missing the mark'",, 4 September).

It was clear at the time of the Cooke report in 2002 that while most higher education institutions collected feedback assiduously, few had mastered the art of using it effectively. Those that have done so have integrated it into their continuous quality improvement processes and have found it an efficient way of engaging the student voice to inform management decisions. Indeed, a virtuous circle of feedback, action and feedback has proved successful in engaging students in many institutions' quality processes in the UK and abroad.

Once again, we appear to be reinventing the wheel rather than looking to our own rich history for examples of good practice.

James Williams, Associate editor, Quality in Higher Education, Birmingham City University

You've reached your article limit.

Register to continue

Registration is free and only takes a moment. Once registered you can read a total of 3 articles each month, plus:

  • Sign up for the editor's highlights
  • Receive World University Rankings news first
  • Get job alerts, shortlist jobs and save job searches
  • Participate in reader discussions and post comments

Have your say

Log in or register to post comments

Featured Jobs

Most Commented

Worried man wiping forehead
Two academics explain how to beat some of the typical anxieties associated with a doctoral degree
A group of flamingos and a Marabou stork

A right-wing philosopher in Texas tells John Gill how a minority of students can shut down debates and intimidate lecturers – and why he backs Trump

A face made of numbers looks over a university campus

From personalising tuition to performance management, the use of data is increasingly driving how institutions operate

students use laptops

Researchers say students who use computers score half a grade lower than those who write notes

As the country succeeds in attracting even more students from overseas, a mixture of demographics, ‘soft power’ concerns and local politics help explain its policy