I value student feedback, as it provides me as 
a lecturer with valuable information on my teaching style and how I can develop. I therefore encourage student feedback and ensure that feedback is received on a regular basis.
The following are examples of formal student feedback that has been received by me over the past years:
2020: Management Accounting 771 (link)
2019: Management Accounting 771 (link)
2018: Management Accounting 771 (link)
2017: Management Accounting 378 (link)
2016: Management Accounting 378 (link)
2015: Management Accounting 378 (link)
Summary of qualitative feedback received in 2015 and 2016:
Aspects of teaching that should be maintained: Lecturer is very enthusiastic and explanations are clear. He is friendly, approachable and has a passion for his work. He has grown a lot in his teaching style and is good with technology. His technique of presenting on two screens helps a lot. Students are excited about his classes and, although the work is difficult, the lecturer is always well prepared and puts in a lot of effort to explain thoroughly. He is an excellent and motivational lecturer and the top lecturer in Management Accounting.
Aspects of teaching that should be improved on: The lecturer can slower the tempo at which are taught. More exercise of practical application of principles on difficult scenarios are still identified as a growing need. A majority of students however indicated that there are no aspects that require further improvement.
Extracts from other student feedback received between 2013 and 2016:
Improvement in student feedback and addressing negative feedback
The general impression mark I have received from students over the last five years shows that my teaching philosophy is proving to be successful:
2013: 84.3%
2014: 87.7%
2015: 90.8%
2016: 89.8%
2017: 90.0%
2018: 93.0%
2019: 94.5%
2020: 95.9%
I further strongly believe that this increase is due to me taking value in negative feedback and through reflection, addressing it in the following years. Examples of negative feedback received and actions taken by me to address it are listed below:
- 2013 feedback: The lecturer can improve by starting the class with the purpose of the lecture and where it fits in with the subject-matter. – Action: Since 2014 I have started with visual content at the start of lectures to provide an understanding of what is being handled in class and how it fits in within the bigger picture.
- 2014 feedback: (1) The lecturer should please provide more opportunity for practicing, i.e. exam papers. (2) The lecturer should please provide us with questions that are of test standard. – Action: Since 2015 I have started implementing more practice opportunities for students by providing them with exercise questions and also implemented application classes where high level questions are being discussed and practical application of principles practiced.
As part of my teaching philosophy, I believe that by embracing negative feedback and addressing suggestions, leads to improvement in the learning environment of students and a stronger teaching style.
Disclaimer: Please note that the content of the student feedback in the slideshow and the feedback summaries has been translated from Afrikaans to English.
William Arthur Bishop 