Characterising feedback cultures in higher education: an analysis of strategy documents from 134 UK universities

Abstract Feedback can be framed as a one-way transmission of information driven by educators, or two-way process, in which students’ agentic participation is critical to its success. Despite calls for shift away from the former framing towards latter, transmission-focused models feedback continue dominate practice internationally. Approaches any given setting are likely influenced dominant culture. The present study aimed characterise ‘feedback cultures’ within higher education systematically examining how 134 UK universities’ (a) educational strategies and (b) Teaching Excellence Framework (TEF) Provider statements. These documents serve encapsulate each institution’s views excellence best-practice; nevertheless, analysis revealed stronger focus on comments than supporting learning through processes. Linguistically, students were positioned passively documents, being receiving end teachers’ actions, rather actively driving their own feedback. findings inform framework conceptualising cultures education, positions approaches design, processes evaluation development continuum learning-focused. It argued that strategy shape subtle ways; order learning-focused cultures, consideration must roles responsibilities both policy practice.