Upward feedback from faculty to the department heads in Saudi universities; reality, affect and challenges

Abstract

: This quantitative investigation explores the practice of upward feedback in evaluating department heads by faculty members within Saudi public universities, aiming to uncover its real-world application, impact, and the challenges it faces. Utilizing a survey distributed to a strategically selected sample of 314 faculty members out of a total of 1,660, the study employs comprehensive statistical analyses to interpret the data. Findings reveal a critical disconnect: faculty members feel marginalized in the evaluation process of their department heads, with minimal engagement in decision-making or feedback mechanisms. Despite this, there is a consensus on the potential of upward feedback to enhance leadership qualities. The study also identifies critical barriers to the effective implementation of upward feedback, such as infrequent application, lack of transparency, and limited faculty involvement. These findings not only provide valuable insights into the current practices and perceptions of upward feedback in higher education but also point to the necessity for structured improvements to fully realize its benefits for leadership development. Addressing these identified challenges could lead to a more engaged academic community and a constructive feedback environment, ultimately contributing to the effectiveness and dynamism of university leadership.