Identifying and analyzing the feedback obstacles of entrepreneurship teachers (study of Case: Entrepreneurship Faculty of Tehran University)

Feedback is a considerable part of the assessment process which provides an opportunity for the teachers to reform the teaching and learning methodology. In fact, feedback is a powerful tool in the learning process which leads to an improvement in the performance of the faculty members. On this account, this study aims to identify the feedback barriers of the board members of Entrepreneurship Faculty of Tehran University. The method of this paper based on practical purpose that method of data collection was qualitative research. Hence, after designing the questions and using the semi-structured interview with the entrepreneurship faculty professors, the required data were collected; afterwards by applying the steps offered in Strauss’s Model, the data were analyzed and the results were presented. The findings revealed that there were feedback barriers in four levels including self-regulatory, process-based, functional and personal levels among the professors of Entrepreneurship Faculty of Tehran University