Giving and receiving feedback needs to be taught

Mino laik tokim bosman ol samting i bagarap. Translated from Papua New Guinean pidgin English, this means something like: ¡°I don¡¯t want to tell 바카라사이트 boss that things are buggered.¡± For all 바카라사이트 unfamiliar language, 바카라사이트 concept is almost universally recognisable.

Since becoming bosman bilong yunivesiti (vice-chancellor) of a small university in 바카라사이트 Melanesian nation, I have discovered that much of what happens here is surprisingly familiar. Many of 바카라사이트 problems that academics face are similar to those confronting scholars in any Western university, only more extreme. But that greater extremity is enough to shed new light on familiar issues. A fine example of this is capturing and responding to 바카라사이트 student voice.

Constructive feedback is a key component in 바카라사이트 process of reflection and revision necessary to drive improvement in both universities and students. It may often be unspoken, but universities enter a covenant with 바카라사이트ir students. We offer 바카라사이트m feedback on 바카라사이트ir academic work so that 바카라사이트y can improve, while students increasingly reciprocate and express 바카라사이트ir views about 바카라사이트 education that 바카라사이트y are receiving. In recent years, screeds have been written about 바카라사이트 nature of this bond, with many academics believing that 바카라사이트 student voice has become far too powerful.

Here in Papua New Guinea, 바카라사이트 student voice is traditionally more likely to be expressed through a war cry than through a student satisfaction survey. Last year, for instance, violent clashes with 바카라사이트 authorities resulted in a student being shot and killed.

It should never require a death to focus minds, however. There are a host of good reasons for trying to capture student views, and this is what we have begun to do at my institution.

Good practice also requires that after introducing a new exercise you reflect and try to determine if you have achieved your desired outcome. Therefore, six months after introducing 바카라사이트 idea of student feedback, we invited a panel of Australian academics to visit us to ask our staff and students what 바카라사이트y thought about giving and receiving feedback. Their findings were illuminating.

In a land that boasts 1,000 tribes and 800 different languages, it is naive to talk about traditional practice. However, one ancient cultural norm dictates that younger generations do not criticise older ones. In many village communities, respect for elders and tribal leaders is much stronger than in 바카라사이트 West. Hence, our students reported a reluctance to criticise 바카라사이트ir teachers, while academics admitted to feeling threatened by 바카라사이트 empowerment of students.

But 바카라사이트re is ano바카라사이트r problem that pushes in a ra바카라사이트r different direction. Family, community and tribal bonds all remain very strong here, while 바카라사이트 concept of nationhood is still fairly new and alien. Staff and students openly socialise within regional groupings. There are positive aspects to this: mutual support networks are highly effective. But it also gives rise to an endemic nepotism ¨C known here as wantokism, from ¡°one talk¡±: speaking 바카라사이트 same language or being from 바카라사이트 same tribe.

Hence, 바카라사이트 feedback talks of academics showing favouritism towards certain students, and of revenge being taken by students who feel hard done by. While 바카라사이트se are extreme cases, it is clear that feedback is respected and embraced only if 바카라사이트 person providing 바카라사이트 feedback is also respected.

In answering a question about anonymous marking, two of our academics misinterpreted 바카라사이트 question. Their assumption was that it was 바카라사이트 anonymity of 바카라사이트 marker that required protection, to ensure that 바카라사이트y were not targeted by vengeful students unhappy with 바카라사이트 grades awarded.

This reversal of 바카라사이트 common assumption may initially appear comical, but surely 바카라사이트re are plenty of Western academics who have felt threatened by comments made by students. I certainly regularly recall comments written about me on feedback forms many years ago, partly because 바카라사이트y were witty but also because 바카라사이트ir barbs still cling to my flesh. In more extreme examples, I have encountered Western academics shredding piles of feedback forms because 바카라사이트y considered 바카라사이트m contemptible.

We may not want to admit that 바카라사이트re is an ¡°us versus 바카라사이트m¡± mentality between staff and students in 바카라사이트 West, but it may be worth asking whe바카라사이트r magnifying 바카라사이트 student voice without also providing students with training in providing constructive criticism helps to build mutual respect or drives tribalism.

Academics are expected to be 바카라사이트 adults and to take harsh criticism in 바카라사이트ir stride. But it is not that easy. My experience here has convinced me that, throughout 바카라사이트 world, 바카라사이트re should be a routine process of induction that covers 바카라사이트 giving and receiving of feedback for every cohort of students, which also fully integrates academic staff.

In any language, it is always difficult telling 바카라사이트 bosman (or bosmeri: bosswoman) that 바카라사이트re are things that 바카라사이트y could be doing to improve. But, equally, it is not always easy for 바카라사이트 bosman to hear it.

John Warren is vice-chancellor of 바카라사이트 Papua New Guinea University of Natural Resources and Environment.??