Grade-review conflicts in higher education are rarely quantified, especially from lecturers’ perspectives. This study surveys 43 instructors at Lund’s University / LTH to assess the prevalence, root causes, emotional burden, and perceived value and fairness of exam-review processes. Using a mixed-methods design, data was collected from respondents estimating the frequency of disputes, the ways the disputes manifest, the root causes of the disputes and the emotional responses the graders exhibit. Additionally, fairness, and quality assurance is analyzed based on the responses. Results indicate that 80% of lecturers have encountered at least one dispute, with student misunderstanding, technical assessment errors, unclear questions and high stakes identified as the primary triggers. Conflict causes mixed emotions: satisfaction and relief are common, while exhaustion and anxiety also appear. Instructors view reviews as useful for correcting errors and enhancing fairness, yet perceive them as time consuming and emotionally taxing. Findings highlight the need for transparent rubrics, clear protocols for “improper behavior” and institutional support to reduce conflicts and support well-being overall.
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