Understanding Student Feedback in Higher Education: Staff and Student Perspectives

Abstract Book of the 9th World Conference on Research in Teaching and Education

Year: 2025

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Understanding Student Feedback in Higher Education: Staff and Student Perspectives

Nissy Mariam Mathews, Dr. Myriam Mallet

ABSTRACT:

This study investigates the effectiveness of student feedback mechanisms in higher education, with a particular focus on the Computing discipline. The research adopts a qualitative approach, drawing on the perspectives of both staff and students to examine how feedback is perceived, interpreted, and acted upon. Data were collected through semi-structured interviews with lecturers (n = 10) and an open-ended student survey (n = 52).
Thematic analysis of the lecturer interviews highlighted that staff recognise feedback as a valuable tool for enhancing teaching practice and curriculum design. They emphasised the importance of carefully interpreting student feedback to extract meaningful insights and ensure that any actions taken are genuinely responsive to student needs. From the student perspective, the survey responses revealed mixed views. While students recognised the importance of giving feedback, many raised concerns about transparency, timeliness, and the limited visibility of how their contributions informed practice. This created a sense of uncertainty about whether feedback had any meaningful impact on their learning experience.
By comparing these perspectives, the study identifies a gap between the intended purpose of feedback and its actual use. The findings contribute to a deeper understanding of how feedback systems function in higher education and offer evidence-based recommendations to enhance transparency, responsiveness, and effectiveness, ultimately supporting teaching, learning, and institutional development.

Keywords: Student Feedback; Feedback Mechanisms; Higher Education; Qualitative Research; Thematic Analysis.