Using Design Science Research to Develop a Dynamic Higher Education Learning Experience Feedback System

Abstract

Higher education institutions increasingly rely on systematic knowledge management to enhance teaching, learning, and student well-being. While knowledge management research in higher education remains fragmented, recent digitalization has created new opportunities for data-driven decision-making and pedagogical development. This study aims to assess a multi-level study experience feedback system in a Finnish university of applied sciences, following the Design Science Research Methodology. The system collects and analyzes student experience data and provides feedback on three levels (i.e., student, program, and organization) to foster reflection, dialogue, and evidence-based development. From a knowledge management perspective, the study demonstrates how embedding feedback systems into daily pedagogical practices can reduce fragmentation and may support sustainable knowledge management. The findings highlight the importance of iterative development and diverse stakeholder involvement. The results suggest that effective knowledge management in higher education institutions requires not only technical solutions but also the development of an organizational culture that integrates data into both pedagogical and strategic processes. This research contributes to the limited literature on knowledge management in higher education by providing insights into stakeholders' perspectives on the role of knowledge practices in supporting student learning, well-being, and institutional development.