Listening to learn: how student feedback shaped my practice as an early career lecturer

Wamba, J.B (2026) 'Listening to learn: how student feedback shaped my practice as an early career lecturer.' Learning Innovation, 1.

Abstract

The transition from charity work and further education into higher education has introduced me to working with a diverse cohort, including experienced professionals, returners to study, and international students. My initial terms as a lecturer showed me that this classroom enriching diversity can provide challenges. Such as differing cultural expectations of participation, varying confidence levels, and uneven engagement in seminars. During professional development reviews (PDRs), I recognised that my own confidence was closely tied to how successfully I could respond to these dynamics within the classroom. Wanting to improve my own teaching quality and to gain a better understanding of my students’ experiences, I introduced informal feedback forms to gain better insight into my students’ needs. Spooren et al (2013, p. 600) state that student evaluation of teaching serves three purposes: (a) improving teaching quality, (b) providing input for appraisal exercises, and (c) providing evidence for institutional accountability. This article reflects on how the process of introducing feedback surveys to my students has helped reshape my teaching practice and strengthen my professional confidence.

Item Type:	Article
Keywords:	curiosity-informed pedagogies, collaborative community, student voice, active learning
Divisions:	Bath Business School
Date Deposited:	19 Jun 2026 10:18
Last Modified:	19 Jun 2026 10:19
URN:	https://researchspace.bathspa.ac.uk/id/eprint/17848

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