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ERIC Number: EJ1126401
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1470-3297
"Ignoring Me Is Part of Learning": Supervisory Feedback on Doctoral Writing
Carter, Susan; Kumar, Vijay
Innovations in Education and Teaching International, v54 n1 p68-75 2017
Doctoral supervisors aim for two goals. One is a strong thesis, timely in submission. The other is the fully fledged independent researcher who is able to write about research clearly within an epistemologically accepted framework. Feedback and feedforward on writing should address both goals. However, in many institutions, supervisors are under pressure towards the timely completion of the thesis, and urgency can easily over-ride the development of a researcher with a full set of academic competencies. There is also tension between the high emotional response from students receiving writing feedback and their desire for honesty from supervisors. Feedback may demotivate students to the degree that supervisors hesitate to give rigorous feedback. Data from interviews [n11] and anonymous questionnaires [n226] illuminate the tensions affecting the reality of supervisory writing feedback; in response, we suggest ways that supervisory discussion might accomplish the two goals of timely output and independent research writer.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A