{"title":"The role of cultural and linguistic factors in shaping feedback practices: the perspectives of international higher education teaching staff","authors":"Richard Bale, Monika Pazio Rossiter","doi":"10.1080/0309877X.2023.2188179","DOIUrl":null,"url":null,"abstract":"ABSTRACT The literature on internationalisation of higher education usually focuses on the student perspective, with intercultural competence often featuring as a graduate attribute. However, given the high proportion of international teaching staff in UK higher education institutions, more attention needs to be paid to intercultural competence of teachers. A key aspect of educational practice is feedback, which we consider to be culturally situated and affected by cultural and linguistic experiences of teachers and students. This paper presents a study which explored the conceptualisations and experiences of feedback among 18 international teaching staff at a UK STEMM (Science, Technology, Engineering, Maths, Medicine) higher education institution. Based on focus group data, we explore the dynamic relationship between culture, language and feedback, highlighting the importance of considering the intercultural dimension in feedback dialogues.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"810 - 821"},"PeriodicalIF":2.4000,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"JOURNAL OF FURTHER AND HIGHER EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/0309877X.2023.2188179","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT The literature on internationalisation of higher education usually focuses on the student perspective, with intercultural competence often featuring as a graduate attribute. However, given the high proportion of international teaching staff in UK higher education institutions, more attention needs to be paid to intercultural competence of teachers. A key aspect of educational practice is feedback, which we consider to be culturally situated and affected by cultural and linguistic experiences of teachers and students. This paper presents a study which explored the conceptualisations and experiences of feedback among 18 international teaching staff at a UK STEMM (Science, Technology, Engineering, Maths, Medicine) higher education institution. Based on focus group data, we explore the dynamic relationship between culture, language and feedback, highlighting the importance of considering the intercultural dimension in feedback dialogues.
期刊介绍：
Journal of Further and Higher Education is an international, peer-reviewed journal publishing scholarly work that represents the whole field of post-16 education and training. The journal engages with a diverse range of topics within the field including management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. Through encouraging engagement with and around policy, contemporary pedagogic issues and professional concerns within different educational systems around the globe, Journal of Further and Higher Education is committed to promoting excellence by providing a forum for scholarly debate and evaluation. Articles that are accepted for publication probe and offer original insights in an accessible, succinct style, and debate and critique practice, research, theory. They offer informed perspectives on contextual and professional matters and critically examine the relationship between theory and practice across the spectrum of further and higher education.
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