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The information a student receives after they have completed a piece of work is often known as “feedback” and this can be provided in a range of formats. Despite its importance, results of the National Students Survey in the UK consistently suggest that feedback is an area where significant improvements are needed across the higher education sector. The purpose here was to explore and advance a better understanding of the way feedback is given by lecturers as part of teaching and how students perceive and use it in their learning.

In all, three methods were used for data collection in 2010‐2011. First, semi‐structured interviews with 52 students helped to acquire a preliminary understanding of their feedback experiences. Second, a questionnaire completed by lecturers helped to identify their feedback provision methods. Third, a questionnaire completed by 194 students across all year groups helped to obtain their views about the usefulness of various methods of feedback provision.

A content analysis of the data shows the main methods used in Part 1 to provide feedback on assignments are verbal 1:1 and generic feedback in the classroom. The main methods used in Part 2 to provide feedback on assignments are comments written on the submission or a separate sheet. In Part 3, the main methods used to provide feedback are generic feedback given in the classroom; verbal 1:1; a standard template; and comments written on the submission or a separate sheet. However, a majority of students responding to this research prefer one‐on‐one and personal feedback which can clearly be time‐consuming for lecturers.

The originality here lies in the use of multiple methods to ascertain feedback practices from both the perspective of its provision by lecturers and its use by students.

The conditions and implications for the use of multi‐rater feedback or “360‐degree” methods are studied from both a psychological and an organizational perspective. Psychological research indicates that multi‐ratings cannot be put on the same footing as ratings obtained from more “objective” sources as for instance the assessment center. Multi‐rater feedback can be interpreted either as standing in the tradition of assessment centers, or originating from “total quality management”, but it seems more congenial to the TQM method of organizing “customer feedback”. Since multi‐rater feedback presupposes social interaction and consequently a work organization, the communicative conditions for such a feedback system are subsequently investigated from the perspective of organization science. It is investigated how various structural and cultural changes offer a fertile soil for the introduction of such kinds of feedback. However, the authors warn of the terror of “total feedback”.

The purpose of this paper is to understand the nature of leadership development (LD) methods adopted by companies operating in Syria by exploring the content, purpose, and the implantation of LD methods.

Middle and top managers were asked via semi-structured interviews to describe the content, purposes, and implementation of LD practices.

The findings revealed that the LD interventions are mixed between experiential learning and self and team analysis. Specifically, five major methods or activities used in Syria: action learning, coaching, feedback, rotation, and networking. These methods and activities were not only used for a specific purpose, but also for multiple purposes.

Research data were conducted during what was called the Arab Spring, which has negative implications not only on the participants, but also on the way they responded to questions. In addition, the for-profit sector was only involved in the study because of its flexibility, lack of bureaucracy, and the application of LD.

This study is the only study that investigated LD methods and activities in Syria.

The purpose of this paper is to test the existence of the halo effect caused by the presentation of information scope (holistic/specific), which can eventually lead to an inaccurate risk assessment of material misstatement. Empirical evidence is provided to demonstrate that methods of knowledge acquisition (explanatory feedback and self-explanation) are able to mitigate the halo effect.

This study used an experimental research, which focused on control and experimental groups in order to determine if the halo effect caused by the information scope (holistic/specific) can be mitigated via the explanatory feedback or self-explanation method.

It was found that auditors who received information from the holistic scope tend to experience the halo effect and eventually, their risk assessments of material misstatement also became less accurate when compared to auditors who received information from the specific scope. The explanatory feedback was found to be effective in mitigating the halo effect. However, the self-explanation knowledge acquisition method was not reliable in mitigating the halo effect.

This research use self-explanation with a manual technique but, in practice, most auditors use audit tools based on computer. Experimental setting with computer to self-explanation cannot held because there is limitation of seminar setting. This research used individual decision; in practice most of audit decision with discussion in audit team.

CPA firms can use explanatory feedback, which comes in the form of managers’ review as a form of knowledge acquisition method as a mitigation strategy for the halo effect.

The social implication of this research is the halo effect that can influence the decision in many aspects. Individuals must increase their professional values with many trainings that are useful to mitigating the halo effect.

The outcome of this paper was derived from the first accounting study that relied on learning methods as a mitigation strategy for the halo effect. In other words, this study used explanatory feedback and self-explanation as methods to test the halo effect. Previous literature on mitigating the halo effect had used audit experiences, implying that CPA firms’ intervention was unnecessary. Moreover, such study periods had been much longer, thereby, deteriorating the effectiveness of the research. Previous studies had only used the learning method to increase human capital quality and this was not related to any method as a mean to mitigate individual bias, for example, the halo effect, and an issue that was covered by this study.

This paper reports experiments with a term weighting model incorporating relevance information in which it is assumed that index terms are distributed dependently. Initially this model was tested with complete relevance information against a similar model which assumes index terms are distributed independently. The experiments demonstrated conclusively that index terms are not independent for a number of diverse document collections. It was concluded that the use of relevance information together with dependence information could potentially improve retrieval effectiveness. As a result of further experiments the initial strict dependence model was modified and in particular a new relevance‐based term weight was developed. This modified dependence model was then used as the basis for relevance feedback, i.e. with partial relevance information only, and significant increases in retrieval effectiveness were achieved. The evaluation method used in the feedback experiments emphasized the effect of the feedback on documents which the potential user would not previously have seen. Finally the incorporation of relevance feedback in an operational system is considered and in particular it is argued that if high recall searches are required, relevance feedback based on the modified dependence model may be superior to the widely used Boolean search.

This paper synthesizes the extant feedback literature, focusing on how feedback affects an auditor’s learning, performance, and motivation. Performance feedback is an important component in the auditing environment for ensuring quality control and for developing and coaching staff auditors. However, the literature on feedback in the audit environment is fragmented and limited making it difficult to assess its behavioral effects on auditors. This paper has three main objectives. The first is to review some of the influential research in psychology and management to identify key variables and issues that appear to be critical in the study of behavioral consequences of feedback in organizational settings. The second is to review performance feedback research specifically in auditing to identify the areas previously examined and synthesize the findings. The third is to suggest a variety of future research opportunities that may assist in developing an understanding and knowledge of the behavioral effects of feedback on auditors. The literature analysis has significant implications for audit research and practice. In particular, the analysis provides important insights into understanding who, how, and when performance feedback should be given to improve its effectiveness in the audit environment.

Eliciting client narratives and creating community-informed interventions have been effective methods of engaging those who are unstably housed in care. Previous studies have shown that these approaches foster client empowerment and provide insight as to the importance of creating community-driven solutions. However, few studies report the impact of these methods on homeless people living with HIV. The purpose of this paper is to describe methods used to engage consumers in sharing their stories, including formative focus groups, qualitative interviews, and feedback from peer staff.

Data for the case study were derived from program notes, board minutes, and feedback from founding board members of The Open Door. Two researchers who were involved with the program from its inception reviewed these data and then developed a schematic of the methods used to develop and inform the program itself. The authors determined that three methods were used to elicit client and community narratives to inform program decisions. These include a formative focus group that helped to structure and implement the program in its earliest stages; qualitative interviews, which helped to pinpoint effective program components and enabled the rapid expansion of the service delivery model; and feedback from peer staff, which has consistently allowed for the refinement and prioritization of services. Data were collected for the purposes of program development and improvement but since qualitative interviews were conducted by faculty affiliated with an academic institution, the institutional review board of that institution was consulted and the qualitative interviews were determined to be exempt from review.

The focus group informed the authors that they wanted to live in their own apartments but have on-site supports. They also indicated that traditional housing program rules such as abstinence were too restrictive for them to navigate. In the qualitative interviews, the clients reported an increased sense of community with peers and peer staff members, which helped to reduce stigma. Second, residents reported that supportive services helped them to connect to and maintain in HIV clinical care. Third, residents reported that the representative payee services were a key factor in helping them improve housing and financial stability.

There are a number of limitations to this case study that demand the need for caution in interpreting results. Although the authors used several different methods to elicit client narratives and community feedback, sample sizes were small, control groups were not utilized, and data were specific to individuals receiving services through one housing program. Thus, results are not generalizable. In addition, the methods reported herein mix those conducted for the purposes of research (in-depth qualitative interviews) with others conducted specifically to inform program delivery and improvement (focus group and peer staff feedback). Thus, rigor is not equally applied across all methods. In addition, the individuals conducting research and authoring this paper were directly involved with the creation of the program and ongoing service delivery. Therefore, interviewer and reporting bias also present threats to validity.

There are many strengths involved in utilizing the narrative feedback of the residents and peer staff to inform the practice. One is that this method is an incredibly cost-efficient way to assess client and program needs to inform intervention development and improvement. The results are also very transparent and easily translatable to the agency’s everyday work. These methods are practical in both their approach to clients and their ability to be easily incorporated into the daily work of clients and staff. These methods allow for rapid application as results are immediate and feedback can be implemented quickly.

When seeking client and staff feedback, it is important to be cognizant of believing the client and recognizing that all people have their own personal perspectives, including their own version of the “truth.” Eliciting this type of feedback puts individuals in a vulnerable place, so it is critical to guarantee their safety. All information solicited must be regarded in a positive light to inform improved service delivery and not as a means to receive information that “tells on” clients or peer staff. Feedback should be reviewed as an opportunity for learning and not as a mechanism for retaliation.

The clients and staff have been significantly marginalized in the society. It is possible that having providers be kind and respectful to them and asking for their opinions is a very new experience which might make them feel grateful and more likely to be favorable in their responses. Clients may feel loyal to the program and be much more likely to speak of it positively. Regardless of these potential biases, the quantitative results of improved health outcomes published elsewhere indicate that the clients may not just be being nice, but may in fact be receiving interventions that are working.

Teleoperated minimally invasive surgical robots can significantly enhance a surgeon's accuracy, dexterity and visualization. However, current commercially available systems do not include significant haptic (force and tactile) feedback to the operator. This paper describes experiments to characterize this problem, as well as several methods to provide haptic feedback in order to improve surgeon's performance. There exist a variety of sensing and control methods that enable haptic feedback, although a number of practical considerations, e.g. cost, complexity and biocompatibility, present significant challenges. The ability of teleoperated robot‐assisted surgical systems to measure and display haptic information leads to a number of additional exciting clinical and scientific opportunities, such as active operator assistance through “virtual fixtures” and the automatic acquisition of tissue properties.

In this paper, the authors examine auditor upward feedback, which provides a unique opportunity for staff auditors to exercise their voice within an audit firm. Upward feedback can improve employee perceptions of fairness and justice while mitigating feelings of burnout and turnover intentions, thus enhancing audit quality. However, it is unclear which circumstances improve the likelihood that auditors will use their voice and give feedback to superiors. The purpose of this study is to investigate contextual factors that impact the likelihood that auditors will provide upward feedback.

Using a 2 × 2 + 2 experiment with staff auditors, the authors test the likelihood of giving feedback when presented with different feedback systems (electronic anonymous, face-to-face or no opportunity) and experiences with managers (favorable or unfavorable).

The authors find that, while feedback type alone does not change the likelihood of auditors providing upward feedback, auditors are more likely to provide feedback after a favorable manager experience than an unfavorable one. The likelihood of providing feedback after an unfavorable experience is higher, however, when the feedback type is electronic and anonymous as opposed to face-to-face. Additional analyses illustrate strong relationships between manager experience, feedback type and procedural justice, which significantly influence the turnover intentions of staff auditors.

To the best of the authors’ knowledge, the authors are the first to examine the value of subordinates’ upward feedback on firm outcomes, including burnout and turnover intention.