Dear Debra, our students today make complaints in several ways.  If it's verbal, as you describe, and it's about another lecturer, I would prefer the student to go to the person concerned, and discuss the matter amicably.  After all, as the third person (C), we cannot know exactly what transpired between A and B.  

I will reassure the student that its very likely that the matter will be solved.  If the student has a genuine complaint, it's likely that the lecturer will handle the matter well, so that it will not result in discontentment with the lecturer/ institution that goes public /'viral' on social media.  Discontentment must be nipped in the bud, so that we all use our energies positively, for progress.  (All of us, the lecturers are mentors, and we take seriously all the feedback that students give.  Generally our students do not complain about lecturers, but they complain much about the workload.)

Dear Debra, our students today make complaints in several ways.  If it's verbal, as you describe, and it's about another lecturer, I would prefer the student to go to the person concerned, and discuss the matter amicably.  After all, as the third person (C), we cannot know exactly what transpired between A and B.  

I will reassure the student that its very likely that the matter will be solved.  If the student has a genuine complaint, it's likely that the lecturer will handle the matter well, so that it will not result in discontentment with the lecturer/ institution that goes public /'viral' on social media.  Discontentment must be nipped in the bud, so that we all use our energies positively, for progress.  (All of us, the lecturers are mentors, and we take seriously all the feedback that students give.  Generally our students do not complain about lecturers, but they complain much about the workload.)

In terms of formality, I would trace  the root of the issue. If it concerns my colleagues, a meeting will be held to address the issue. A similar approach will be in the case of students. However, if its in the case of an issue between a lecturer and student, then I am of the same opinion as Mirinda in the above approach. As you mentioned, it can be quite sticky these days when handling complaints by students. Diplomacy is pertinent in ensuring the balance of the ecosystem in this case.

It is only logical and right that students raise their voices. Educators and politicians have been preaching it directly or indirectly for centuries (remember Aude sapere of Kant).

So, when students complain, I take them seriously and with respect. I avoid blaming/attributing faults to any party involved without a fair and informed investigation and judgement. If it involves me, all the more.

On how we do handle formally:

1. It all depends on the nature and gravity of complaints. If it involves explicit ad hominem accusations, it can range from simple administrative review and solution (e.g. grade adjustment) to all the way to the police and court case.

2.  If a staff is involved in the case, the investigation will be conducted without that staff. Interview with the staff will be part of the investigation.

Dear Dr, Debra 

you are right when we were student during 1980th we rarely complained 

 Why do students complain ?

It is matter of  student,s quality 

in the past students were making more efforts to get knowledge. How much did we suffer to get a piece of information 

Now with the huge flow of information and the ease of getting knowledge or information is obvious 

 the students of today want spoon feeding 

 they are even rarely use the pen and the book-note 

department meetings are the best place to handle such complaints 

But I think if it is being repeated further remedy is required eg

research, seminar or workshop 

1. When my students make a verbal complain in the classroom, I judge what their attitude is and whether it is a genuine complaint or merely a test of my authority.

          a. If the complaint is genuine (they can't hear me over the ventilation system), I correct it immediately.

          b. If a challenge to authority, a barbed or sarcastic comment is usually enough to quiet them. I've never had someone go beyond one comment without backing down.

2. If made to my direct supervisor, I sit down and speak with him, asking for the details about their complain, i.e. issue with teaching or a specific incident. If a specific incident, I listen to his account of their version of events, and then explain my side. If teaching, I attempt to make improvements.

3. Formal complaints and investigations are handled by the immediate supervisor, usually because by that point it involves parents. This is normally resolved through email with the parents, who believe their student to be a perfect angel who is constantly besieged by the devious GSA. This usually ends with the parents becoming aware that their child is not doing their work/leaving class early/not coming at all.

Hope it helps.

I agree with all the authors who have given valuable comments. In addition to these points, I think that its the level of maturity which play an important role whether its related to a teacher, coordinator, complainant, complainer or a defendant. If a teacher has made a mistake then its a matter of immaturity on his/her part and so on for others also. So here comes the role of more mature person into taking care of the problem. In our institution, we have a formal system of 360 degree feedback that is collected on frequent intervals during a session and in addition to this, students, teachers etc. are free to drop any complaint, suggestion and feedback in a 'suggestion box'. The steps followed for this are verification of the complaint, discussion with the complainant individually or in group if there are more than one and on spot resolution is tried at this end only. However, if needed, the defendant is either interviewed personally or called along with the complaint. Most of the meetings are face to face but recorded on documents for future reference and followup if any. For very serious problems, the matter has to be referred to high authorities and if required the legal systems are there for the solution of that very problem. So the level of problem is also important.

Attending problems of students are very important. All problems can't be solved. Those we can't solve; either refer to complaints committee or higher authority for necessary solution.

Complaints are regular way for students to express their un-satisfaction with some academic practice, case... I have had complaints about facts that some of them were unable to attend the final exam without complete fulfillment of the obligatory tasks (pre-exams). They think sometimes that letter to a Dean will change the thing. 

Another form of complaint was about exam mark. Sometimes I make a mistake but I do correct it. That's what happens when you have a lot of candidates in the exams.

Dear Dr. Ferdinand,

Thank you for your invitation.

The first thing I do, is to hear carefully. I always find time to hear. From the discussion, I judge whether the complaint has a logical basis or not. In any case, I expose my views to students trying to strike a balance for their benefit.

See through link ....

Making Sense of Students’ Complaints, Criticisms, and Protests

http://www.natcom.org/CommCurrentsArticle.aspx?id=1042

Professor, it is truly a challenging situation. It is particularly so, if it happens in vengeance. However, assuming things are fair and just, we may deal with such situation :

* By calling the concerned students and counselling them to realize what are the topics of my teaching that they were unable to catch up.

* If it is really so, arrange for extra tutorials during the after class hours. 

* Treating this as an experience, allowing ourselves for an introspection.

These three steps would suffice to come over the situation. After all, students are our audience. Being audience they are at the receiving end.  We need to respect their apprehensions and help them to come over them. 

We should not take it as an ego issue. We  need to deal with this situation politely with out scarifying our values.

The main problem lies in the fact that they mostly are complaining the "less endowed students." Solving complaints then it is quite tiring, even though we all know what's going on.

Actually we a  have survey on  the students` satisfaction and we are considering  their problem   

Four most   common reasons which  could  agitate the minds of the students are: 

(a)their dis-satisfaction with the teaching methodology of  teacher

(b) favoring or being  bias towards some student/s  in evaluations/ results by  teacher

(c) the  temper/ behaviour/extent of  strictness by  teacher

(d) the  prevailing  political atmosphere- which differs from country to country and even from time to time in the same country.

All these factors lead to the COMMUNICATION GAP  between the students and the teacher and  the problem starts.

There is no denying the fact that  both the sides( students and the teacher) are neither cent per wrong nor cent percent right.

But,  responsibility lies more on the teacher as  he has  been assigned a  sacred duty  to fulfill the aspirations of the youth.

  So the  teacher :

(i)              Must improve/change his  method of teaching

(ii)              Practise  a  reasonably rational/ humane attitude

(iii)          Have to be a bit tactful

(iv)          At times  harsh also

(v)    BUT MUST LEARN SOME PSYCHOLOGY TO KNOW THE ART OF WITHDRAWING AT TIMES LEST THE RELATION REACHES A BREAKING POINT.

 No doubt, is rather impossible to satisfy all the selections of the students; but  we  have to make an effort.

I can not judge, as is the case elsewhere. The fact is that a significant number of students "do not meet the academic requirements".

The question (very difficult) then is: Is society so rich that university education (tempo, methods, ...) can be adapted for the least qualified (capable) students?

Let us do it, and we worsen the quality of teaching those more gifted students.

If we do not it, the population's education will be worse.

Now what?

Never had the problem, really. I've written my curriculum at such a high level, and have so many evaluations (typically 45) that there is plenty of room for student success,even with high expectations.

Colleagues;

Thank you for your valuable contributions to my question that give me a better picture on how to handle such a "sticky" situation. I am consoled by your responses.

I normally see to that all complaints reach me first, so that I process individually, else throw it open to students to give their views. If their views are genuine, I give them a leeway to go ahead. Except on policy and administrative reasons, I handle myself. I also support them more than that is academic. I have good contacts and wide network in industries, so I call the industrial experts to provide opportunities to my students to progress to career after studies. I believe that handling issues directly is the best and not to be intervened by others.

It is important to find out what the challenges are then using the program guidelines, I would first evaluate myself before giving an informed response to the coordinator.

Students are the real evaluators indeed. What a teacher teaches in the classroom, is judged by the students. These days ,students attend classes with great zeal,and they come prepared in the classroom to make clarifications from their teacher.But it is also true,that sometimes a teacher may not be able to provide a satsfactory reply,in such cases,even if there is some complaint to the class co-ordinator,it must be taken in a positive way,and the teacher must try to improve further and perform better in the classroom.

• first listen the student. Assess the level of severity of the problem. 
• Ask them tried to resolve the problem by talking with the professor directly. If not, this is often a good first step to take.
• give possible options for action, and ask them what they would consider most helpful. 
• If they would like you to talk to the professor about the issue, and you think this is appropriate, determine what level of confidentiality they would like you to maintain regarding their conversation with you.
• Counsel the students, when appropriate, to make the best of the situation: to balance whatever strengths the course may have with its problems, and to get out of the course whatever they can. If appropriate, encourage the students to consider this a learning experience in how to work with people one doesn't like.
• If you decide to talk to the faculty member about issues raised by students, be sure to present your comments as "student perceptions."  The faculty member may have a very different perception of the same situation, and you'll want to hear that perception as well. If the faculty member thinks the student perceptions are flawed, you can open a discussion about what might be changed to bring perceptions in line with reality. Keep in mind the difference in vulnerability between untenured and tenured faculty.
• Whether or not it's something the students suggest, you may want to visit the class involved to better understand the nature of the complaints. In the case of untenured faculty, chairs are supposed to visit from time to time in any case.
• If the situation is particularly troubling, and you're not sure what to do, seek counsel from others, perhaps another senior colleague in the department and/or the Dean.

Rajesh Singh Shekhawat

Very methodical- point-wise· taken up

Mr. Rajesh Singh 

 you have figured out  smart routes for handling the complaint issues

 thank you

More than the real problem, complaints are inputs for power play and organizational politics.

The best way to deal with the issue is to talk directly with the students. This approach will alleviate misunderstanding and prevent further complication of the issue. The teacher should be well prepared to act wisely, leaving behind ego. The teacher should inform the proceedings to the higher authority from time to time!!

Mediating through other people never works, within or outside university/work, especially when things are personal (can be arranged directly). 

(1) Cultivate the sensitivity and pay attention too  the little bell at the back of your head when something can be misconstrued or has been.

(2) Take notes on what your students are up to.

(3) Call on all randomly and fairly so you know more about them.

(4) Ask the students to share why they are here and what there goals are?  Find out a bit about outside stresses and alternate goals or agendas for students behaviors.

(5)  Keep notes on incidents and students in email form to yourself to be recalled in an emergency.

(6)  You cannot please everyone all the time.

(7) Heads of department and others in your profession are aware of things.  Look for and expect support.  If not, go out and find some support and talk to others--including students about a particular bad trend or incident.

(8) Learn from your mistakes.

How to react professionally when you receive a complaint from a student? 

Very interesting experience!

http://academia.stackexchange.com/questions/63828/how-to-react-professionally-when-you-receive-a-complaint-from-a-student

In the cases of student complaints against professors that we dealt within our program we decided that the complainants had other (minor) problems themselves. So we had a "student coordinator" position created in this program that dealt with personal issues of students which sometimes had "spilled over" into complaints against professors. That system worked better and we had no further complaints.

The difference was probably due to the creation of this extra position. 

In my teaching I dealt with student complaints directly with the student before they proceed into the supervisor / department chair if they go that far. Also, deal with students who think they are neglected, because they get low marks or do not understand.