University lecturers’ emotional responses to and coping with student feedback: a Finnish case study

Abstract

Lecturers often find themselves unable to appropriately interpret or deal with student feedback, which may consequently be essential to how they feel about teaching and students. Research into lecturers' emotional responses to student feedback is scarce, despite the growing use of student feedback as a means of evaluating teachers' work. This narrative study explores seven lecturers' responses to student feedback. The lecturers had prior to the study participated in pedagogical training aimed at developing a deep understanding of learning and teaching in higher education. Interviews with the lecturers were conducted and the data was analysed using a categorical approach to narrative analysis. Building on positive psychology, particularly broaden-and-build theory, we consider lecturers' emotional responses as spirals, and thus had identified upward and downward emotional spirals regarding student feedback. Our findings suggest that pedagogical training may act as an intervention, as it appeared to be meaningful in providing guidance for coping with student feedback. We finally argue that lecturers need to find ways to cope with student feedback as this is essential for their teaching.

Combination of Federal State Educational Standards and Professional Standards, Portfolio of Students

“…In view of the fact that today the number of existing professional standards is not enough in the formation of professional competencies, it is necessary to take into account such tools as: The data of analysis on demanded competencies, development of the structure of professions in the future, analysis of the labor market, generalization of foreign experience, consultations with leading employers and their associations [1,7,9].…”

Organization of career guidance for the specialization in Machinery and equipment for oil and gas fields

“…On the one hand, the demands imposed by employers are increasing, on the other hand, the claims of graduates themselves are growing. The competence of a graduate is influenced by: 1) the quality of training in an educational institution; 2) practical industrial training, 3) availability of production experience; 4) formation of personal qualities [5].…”

“…The branch and Oilfield Machinery and Equipment department have gained experience working with students. Schoolchildren participated in the annual scientific and technical conference of young scientists, graduate students and students [5]. The reports prepared by schoolchildren reflected the connection of technical progress with nature, man, and its promising development, which were published in the conference materials.…”

Experienced academics' emotions related to assessment

“…In Finland, university teachers' emotions have been studied for example in relation to their focus of teaching (learning vs. content) and confidence as teachers (Postareff and Lindblom-Ylänne 2011); in how they illustrate themselves as teachers in drawings (Löfström and Nevgi 2014), and while receiving negative student feedback (Lutovac et al 2017). Both positive (such as enthusiasm, enjoyment, curiosity) and negative (such as reluctance, anxiety and discontent) emotions emerged in all studies.…”

“…Most of the respondents were pedagogically advanced and trained teachers. Focusing on student learning and professional development was linked to positive emotions whereas focusing on content and negative consequences was related to neutral or negative emotions (Postareff and Lindblom-Ylänne 2011;Lutovac et al 2017). Postareff and Lindblom-Ylänne (2011) observed also empathy and respect towards students, both emotions that are found to be common among school teachers (Sutton and Wheatley 2003).…”