Purpose The purpose of this paper is to examine best practices in supporting tutors in academic quality within private training enterprises (PTEs) in New Zealand and to make practical recommendations for people working in the tertiary education sector. Design/methodology/approach A hypothesis is proposed, which is then tested using a case study examining what support from the quality assurance section of a PTE’s tutors perceive to be important. The hypothesis is that additional feedback is required for tutors. The results are compared with those on the literature on quality assurance to see if there is consistency in themes. Findings The primary themes that emerged from interview and survey data were that tutors with more than three years of experience feel they would benefit from more regular, clear and constructive feedback and that these tutors need support during any programme-related changes. Research limitations/implications This research highlights that the quality of feedback is crucial in education and a worthwhile area of further investigation. Limitations include the size of the sample of interviewees and that the study was based on only one organization in New Zealand. Future research is also suggested, which could include data from other tertiary educational institutions. Practical implications The paper concludes with a practical overview of “dos” and two “don’ts” identified from the case study. The objective is to share recommendations in a practical and useable way with other practitioners. Social implications This account of an inquiry into internal quality assurance processes and outcomes offers transferable learnings to tutors, academic quality assurance teams, employers and other stakeholders across the education sector. Originality/value The conclusion drawn from this is case study is that educational organisations should ensure that anyone tasked with providing feedback to tutors is first coached themselves; otherwise, the feedback can be unhelpful.

中文翻译：

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向教师反馈是支持成人教育质量的关键吗？

目的本文的目的是研究在新西兰的私人培训企业（PTE）中支持教师的学术质量的最佳做法，并为在高等教育领域工作的人员提供实用的建议。设计/方法/方法提出了一种假设，然后使用案例研究检验该假设，以检查PTE辅导老师的质量保证部分提供了哪些支持很重要。假设是导师需要额外的反馈。将结果与关于质量保证的文献中的结果进行比较，以查看主题是否一致。调查结果从访谈和调查数据中得出的主要主题是，具有三年以上经验的导师认为，他们会从更规律的学习中受益，明确而富有建设性的反馈意见，并且在与计划相关的任何更改期间，这些导师都需要支持。研究的局限性/启示本研究强调反馈的质量在教育中至关重要，也是值得进一步研究的领域。局限性包括受访者样本的规模，并且该研究仅基于新西兰的一个组织。还建议未来的研究，其中可能包括来自其他高等教育机构的数据。实际意义本文最后总结了从案例研究中确定的“要做”和两个“不做”的实践。目的是与其他从业者以实用和可用的方式分享建议。社会影响对内部质量保证流程和结果进行查询的这种说明可为教师，学术质量保证团队，雇主和整个教育部门的其他利益相关者提供可转移的学习成果。原创性/价值案例研究得出的结论是，教育组织应确保负责向导师提供反馈的任何人都应首先进行自我指导；否则，反馈可能无济于事。