Moving beyond individual feedback in the workplace

Abstract

Pressure in higher education is mounting to build students’ capabilities in teamwork to prepare them for future team-based work in diverse professional domains. This development requires a thoughtful examination of how feedback processes are enacted as educators expend more resources dedicated to building collaborative learning and assessment tasks. However, most research in higher education conceptualises feedback as an individual process to help students improve their own learning strategies and performance. This approach has advanced important notions such as feedback literacy and individual learner engagement with feedback, yet it does not fully account for the complex cultural and socia..