PhD student Nigel Burnell discusses the results of the Higher Education Survey conducted in the summer of 2016.
The survey was conducted by the University of Surrey as part of the Leverhulme funded research project, Delivering Better for Less: Improving Productivity and Motivation in Public Services.
The Higher Education Survey is concerned with how academics approach multi-tasking, specifically where research and teaching duties conflict. Academics are coming under increasing pressures to raise both research and teaching standards and this work is intended to help provide insights into sensible ways to facilitate these demands. Some interesting gender differences in responses to students were also identified.
Feedback can be one of the most effective ways to improve learning and motivation. But can it do as much harm as good? Previous research and our own study suggest that it can.
“Whatever words we utter should be chosen with care for people will hear them and be influenced by them for good or ill.” Buddha
To explore the influence of feedback ‘spillovers', we ran a laboratory experiment where participants completed two unrelated computerized tasks, one after the other. In each task, participants were paid a fixed rate per correct answer (piece rate). After the first task, one group were given feedback on how they did in the first task in relation to their peers while the other group were not told anything about their relative performance.
The views and opinions expressed on this web site are solely those of the
original authors and other contributors. These views and opinions do not
necessarily represent those of the University of Surrey and/or
any/all contributors to this site.