Sunday, April 12, 2026: I used to fill these questionnaires early in the programme, but, because of the reasons you have delightfully exposed, I suddenly began phasing out, that is, stopped answering the questionnaires. This was a master programme in business administration. I remember my bachelor programme in publicity and advertising actually had these questionnaires proctored and printed.
I completely get the shift you’re describing. Once you realize how little impact these systems often have, it’s hard to stay motivated to keep filling them out.
But stepping out entirely is a bit like leaving the room and then being surprised nothing changes inside it.
Even flawed feedback systems are still one of the few levers students actually have. The real issue isn’t that students answer them, it’s that institutions don’t close the loop properly. If anything, that’s where the pressure should go.
In my view, the goal is not blind participation, but more intentional participation. Fewer generic answers, more precise signals, and ideally, more visible feedback loops where students can actually see what changes.
Otherwise, we end up exactly where schools are most comfortable: silence that looks like satisfaction.
Sunday, April 12, 2026: I used to fill these questionnaires early in the programme, but, because of the reasons you have delightfully exposed, I suddenly began phasing out, that is, stopped answering the questionnaires. This was a master programme in business administration. I remember my bachelor programme in publicity and advertising actually had these questionnaires proctored and printed.
Thanks for the comment!
I completely get the shift you’re describing. Once you realize how little impact these systems often have, it’s hard to stay motivated to keep filling them out.
But stepping out entirely is a bit like leaving the room and then being surprised nothing changes inside it.
Even flawed feedback systems are still one of the few levers students actually have. The real issue isn’t that students answer them, it’s that institutions don’t close the loop properly. If anything, that’s where the pressure should go.
In my view, the goal is not blind participation, but more intentional participation. Fewer generic answers, more precise signals, and ideally, more visible feedback loops where students can actually see what changes.
Otherwise, we end up exactly where schools are most comfortable: silence that looks like satisfaction.