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Join us for our annual Perspectives in Education event, which will host the launch of Developing Intercultural Feedback Literacy in Higher Education: Enhancing Feedback Interactions by Dr Monika Pazio Rossiter and Dr Richard Bale.

Feedback is essential for students’ learning and development and is a vital aspect of teachers’ educational practice, but too often, feedback isn’t used to its full potential, leaving students feeling dissatisfied and teachers frustrated.

Developing Intercultural Feedback Literacy in Higher Education explores current thinking around what it means to be feedback literate from student and teacher perspectives and pays particular attention to the linguistic and cultural factors that affect feedback interactions. Drawing on empirical data and the wider literature on feedback, culture, and intercultural competence, this book brings together current understandings of student and teacher feedback literacy to propose a new concept and a theoretical model of intercultural feedback literacy. Grounded in evidence, but with a clear focus on practice, this book offers:

• Insights into how culture affects students’ and teachers’ conceptualisations and experiences of feedback
• Examples of how greater awareness of language and linguistic considerations can help to facilitate more productive feedback interactions
• Evidence that intercultural competence is a vital component in successful feedback dialogues
• A new theoretical concept and a model of intercultural feedback literacy
• Practical suggestions to make feedback practices more culturally and linguistically inclusive.

The Perspectives in Education event will take place on Monday 20 July 2026 and will provide an opportunity to hear from the authors, discuss the book’s key ideas, and connect with colleagues interested in feedback, assessment, and inclusive teaching practices.

An exclusive offer for the book is available for the event. Use code 26SMA2 on the  website to save 20% (valid until 30 September 2026).

We warmly invite staff, students, researchers, educational developers, and anyone with an interest in higher education teaching and learning to join us in celebrating this publication.