Investigating Non-engagement with Feedback in Higher Education as a Social Practice

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Quality in feedback processes rests on students' engagement with them. A crucial question is therefore why students do not always engage. Scholars have defined engagement as a social practice pointing to the influence of context but without explaining the nature thereof. The article's purpose is to argue that existing approaches without a theory of the social cannot fully explain non-engagement and that a practice-theoretical approach can fill this gap. It introduces Steven Kemmis' practice ontology and demonstrates the analysis of a non-engagement practice. The article's contribution to research in engagement with feedback is a new ontology of practice and its methodological apparatus.
TidsskriftAssessment & Evaluation in Higher Education
Sider (fra-til)623-635
Antal sider13
StatusUdgivet - 2019


  • Practice theory, Feedback, Engagement with feedback, Stephen Kemmis, Context

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