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

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.