Naomi Winstone|Edd Pitt|Robert A. Nash
Educators’ perceptions of responsibility-sharing in feedback processes
University of Surrey|University of Kent|Aston University
many policies processes higher education reinforce conception feedback transmission information thus placing primary responsibility educators delivering information well whilst neglecting essential responsibilities learners study 216 university educators described responsibilities students educators feedback process analysed responses using content analysis novel linguistic analysis specific words used content analysis indicated clear influence transmissionbased models feedback educators views educators seen responsible primarily providing comments students responsible primarily processing comments linguistically educators conveyed greater certainty likely use referents power positive emotion describing opposed students responsibilities findings underscore necessity cultural shift toward responsibilitysharing context feedback higher education