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.
KeywordsStudent Evaluation of TeachersUniversity Teaching StaffGrounded TheoryModes of Learning from Negative Feedback
Alicke, M. D., & Sedikides, C. (2009). Self-Enhancement and Self-Protection: What They Are and What They Do. European Review of Social Psychology, 20, 1-48. https://doi.org/10.1080/10463280802613866
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theo ry. Prentice-Hall.
Bush, M. A., Rushton, S., Conklin, J. L., & Oermann, M. H. (2018). Considerations for Developing a Student Evaluation of Teaching Form. Teaching and Learning in Nursing, 13, 125-128. https://doi.org/10.1016/j.teln.2017.10.002
Cerasoli, C. P., Alliger, G. M., Donsbach, J. S., Mathieu, J. E., Tannenbaum, S. I., & Orvis, K. A. (2018). Antecedents and Outcomes of Informal Learning Behaviors: A Meta-analysis. Journal of Business and Psychology, 33, 203-230. https://doi.org/10.1007/s10869-017-9492-y
Charmaz, K. (2006). Constructing Grounded Theory. A Practical Guide through Qualitative Analysis. SAGE Publications Ltd.
Cialdini, R. B., Kallgren, C. A., & Reno, R. R. (1991). A Focus Theory of Normative Conduct: A Theoretical Refinement and Reevaluation of the Role of Norms in Human Behavior. Advances in Experimental Social Psychology , 24, 201-234. https://doi.org/10.1016/s0065-2601(08)60330-5
Cross J. (2007). Informal Learning: Rediscovering the Natural Pathways that Inspire Innovation and Performance. Pfeiffer.
Dawson, P., Yan, Z., Lipnevich, A., Tai, J., Boud, D., & Mahoney, P. (2023). Measuring What Learners Do in Feedback: The Feedback Literacy Behaviour Scale. Assessment & Evaluation in Higher Education, 49, 348-362. https://doi.org/10.1080/02602938.2023.2240983
Deci, E. L., & Ryan, R. M. (1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik. Zeitschrift für Pädagogik , 39, 223-238.
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11, 227-268. https://doi.org/10.1207/s15327965pli1104_01
Dörnyei, Z. (2001). New Themes and Approaches in Second Language Motivation Research. Annual Review of Applied Linguistics, 21, 43-59. https://doi.org/10.1017/s0267190501000034
Eccles, J. (1983). Expectancies, Values, and Academic Behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motives: Psychological and Sociological Approaches (pp. 75-146). W.H. Freeman.
Encinar-Prat, L., & Gairín Sallán, J. (2019). Informal Learning about Teaching among Novice University Professors. The Qualitative Report, 24, 3102-3121. https://doi.org/10.46743/2160-3715/2019.3760
Eraut, M. (2004). Informal Learning in the Workplace. Studies in Continuing Education, 26, 247-273. https://doi.org/10.1080/158037042000225245
Festinger, L. (1957). Social Comparison Theory. Selective Exposure Theory, 16, 401.
Fiske, S. T., & Taylor, S. E. (1991). Social Cognition (2nd ed.). McGraw-Hill
Flodén, J. (2017). The Impact of Student Feedback on Teaching in Higher Education. Assessment & Evaluation in Higher Education, 42, 1054-1068. https://doi.org/10.1080/02602938.2016.1224997
Glaser, B. G. (1978). Theoretical Sensitivity. Advances in the Methodology of Grounded Theory. The Sociology Press.
Glaser, B., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Routledge.
Harrison, R., Meyer, L., Rawstorne, P., Razee, H., Chitkara, U., Mears, S. et al. (2020). Evaluating and Enhancing Quality in Higher Education Teaching Practice: A Meta-Review. Studies in Higher Education, 47, 80-96. https://doi.org/10.1080/03075079.2020.1730315
Harvey, L. (2003). Student Feedback. Quality in Higher Education, 9, 3-20. https://doi.org/10.1080/13538320308164
Heckhausen, J., & Heckhausen, H. (2018). Motivation und Handeln. Springer.
Hénard, F., & Roseveare, D. (2012). Fostering Quality Teaching in Higher Education: Policies and Practices: An IMHE Guide for Higher Education Instituti ons. OECD.
Hepper, E. G., Gramzow, R. H., & Sedikides, C. (2010). Individual Differences in Self-Enhancement and Self-Protection Strategies: An Integrative Analysis. Journal of Personality, 78, 781-814. https://doi.org/10.1111/j.1467-6494.2010.00633.x
Hutchinson, S. A. (1993) Grounded Theory: The Method. In P. L. Munhall, & C. A. Boyd (Eds.), Nursing Research: A Qualitative Perspective (2nd ed., pp. 180-212). National League for Nursing Press.
Jeon, K. S., & Kim, K. (2012). How Do Organizational and Task Factors Influence Informal Learning in the Workplace? Human Resource Development International, 15, 209-226. https://doi.org/10.1080/13678868.2011.647463
Kegan, R. (1994). In Over Our Heads: The Mental Demands of Modern Life. Harvard University Press.
Kelley, H. H. (1967). Attribution Theory in Social Psychology. In D. Levine (Ed.), Nebraska Symposium on Motivation (Vol. 15, pp. 192-238). University of Nebraska Press.
Lipnevich, A. A., & Panadero, E. (2021). A Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions. Frontiers in Education, 6, Article 720195. https://doi.org/10.3389/feduc.2021.720195
Lumpkin, A., & Multon, K. D. (2013). Perceptions of Teaching Effectiveness. The Educational Forum, 77, 288-299. https://doi.org/10.1080/00131725.2013.792907
Lutovac, S., Kaasila, R., Komulainen, J., & Maikkola, M. (2017). University Lecturers’ Emotional Responses to and Coping with Student Feedback: A Finnish Case Study. European Journal of Psychology of Education, 32, 235-250. https://doi.org/10.1007/s10212-016-0301-1
Mandouit, L. (2018). Using Student Feedback to Improve Teaching. Educational Action Research, 26, 755-769. https://doi.org/10.1080/09650792.2018.1426470
Manuti, A., Pastore, S., Scardigno, A. F., Giancaspro, M. L., & Morciano, D. (2015). Formal and Informal Learning in the Workplace: A Research Review. International Journal of Training and Development, 19, 1-17. https://doi.org/10.1111/ijtd.12044
McCarthy, A., & Garavan, T. (2006). Postfeedback Development Perceptions: Applying the Theory of Planned Behavior. Human Resource Development Quarterly, 17, 245-267. https://doi.org/10.1002/hrdq.1173
Mezirow, J (1990). Fostering Critical Reflection in Adulthood. A Guide to Transformative and Emancipatory Learning. Jossey-Bass Publishers.
Morse, J. M. (1998). What’s Wrong with Random Selection? Qualitative Health Research, 8, 733-735. https://doi.org/10.1177/104973239800800601
Mulder, R. H., & D. Ellinger, A. (2013). Perceptions of Quality of Feedback in Organizations: Characteristics, Determinants, Outcomes of Feedback, and Possibilities for Improvement: Introduction to a Special Issue. European Journal of Training and Development, 37, 4-23. https://doi.org/10.1108/03090591311293266
Noe, R. A., Tews, M. J., & Marand, A. D. (2013). Individual Differences and Informal Learning in the Workplace. Journal of Vocational Behavior, 83, 327-335. https://doi.org/10.1016/j.jvb.2013.06.009
Oude Groote Beverborg, A., & Müller, B. C. N. (2023). Students’ Evaluations of Native and Non-Native Teachers in Higher Education. Assessment & Evaluation in Higher Education, 49, 275-287. https://doi.org/10.1080/02602938.2023.2213422
Ramaley, J. A. (2013). The Changing Role That Education Plays. The Journal of General Education, 62, 144-159. https://doi.org/10.5325/jgeneeduc.62.2-3.0144
Rogers, C. (1974). Significant Learning: in Therapy and in Education. In R. R. Leeper & N. P. Atkins (Eds.), Curricular Concerns in a Revolutionary Era: Readings from Educational Leadership (pp. 56-65). ERIC.
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
Schön, D. (1983). The Reflective Practitioner: How Practitioners Think in Action. Temple Smith.
Schugurensky, D. (2000). The Forms of Informal Learning: Towards a Conceptualization of the Field. Working Paper No. 19.
Schürmann, E., & Beausaert, S. (2016). What Are Drivers for Informal Learning? European Journal of Training and Development, 40, 130-154. https://doi.org/10.1108/ejtd-06-2015-0044
Scott, S. V. (2014). Practising What We Preach: Towards a Student-Centred Definition of Feedback. Teaching in Higher Education, 19, 49-57. https://doi.org/10.1080/13562517.2013.827639
Sherman, D. K., & Cohen, G. L. (2006). The Psychology of Self‐defense: Self‐Affirmation Theory. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (pp. 183-242). Elsevier. https://doi.org/10.1016/s0065-2601(06)38004-5
Skinner, B. F. (1938). The Behavior of Organisms. An Experimental Analysis. Appleton-Century Press.
Spooren, P., Brockx, B., & Mortelmans, D. (2013). On the Validity of Student Evaluation of Teaching: The State of the Art. Review of Educational Research, 83, 598-642. https://doi.org/10.3102/0034654313496870
Strauss, A. L., & Corbin, J. M. (1998). Basics of Qualitative Research: Grounded Theory Procedures and Techniques (2nd ed.). Sage.
Tannenbaum, S. I., Beard, R. L., McNall, L. A., & Salas, E. (2010). Informal Learning and Development in Organizations. In S. W. J. Kozlowski & E. Salas (Eds.), Learning, Training, and Development in Organizations (pp. 303-331). Routledge.
Zakka, J. (2009). End of Semester Student Evaluation of Teaching Effectiveness Questionnaires: An Indicator of Teaching Quality. Oxford Journal, 8, 233-246.