‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing

Carter, Susan; Kumar, Vijay

doi:10.1080/14703297.2015.1123104

Cited by 80 publications

(66 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition to expectations for their own learning, the participants entered their programs with clear expectations about supervision, including that they would receive guidance (without "spoonfeeding"), that they would be contacted and given feedback in a timely fashion, and that they In other cases, student expectations were not fully met, with one participant noting, "professor feedback would be wonderful in some areas but it's not always available." Such variations in supervisory support have been noted in previous literature (Carter & Kumar, 2017;Paré, 2011).…”

Section: Expectations and Misalignmentssupporting

confidence: 74%

Graduate Transitions

Stouck¹,

Walter²

2020

DW/R

View full text Add to dashboard Cite

This exploratory study researches the experiences of Canadian graduate students as they pursue writing tasks for their degree. It also explores the supports currently utilized by such students and the need for additional supports. The research uses a case study design based on qualitative focus group interviews to provide detailed information regarding graduate students' perceived experiences with their academic writing tasks and available supports. The approach is informed by academic literacy theory. Graduate students who participated in this study identified a transition in voice, increased pressure to publish and professionalize, and misalignments between their own and supervisory and institutional expectations, which resulted in some interrogation of institutional norms. They utilized Writing Centre, online and supervisory supports, but called for additional ongoing and peer support. The study has implications for the development of new, collaborative and peer-based writing supports, as well as identifying future research areas related to interdisciplinary degrees.

show abstract

Section: Expectations and Misalignmentssupporting

confidence: 74%

Graduate Transitions

Stouck¹,

Walter²

2020

DW/R

View full text Add to dashboard Cite

show abstract

“…Constructive, dialectical feedback allows students to take ownership of the knowledge creation process. However, if feedback is largely instructive, where the supervisor tells, prescribes or instructs, and corrects students' writing, then the ownership of that new knowledge might well be located with the supervisor and not the student (Carter & Kumar, 2017). In some instances, supervisors take over the writingactually rewrite students' paragraphs.…”

Section: And What Can We Learn From This?mentioning

confidence: 99%

“…Instructive feedback then, has certain implications for how learning happens as well as autonomy and ownership of the knowledge creation process. If feedback is entirely instructive and directive, a telling, the candidate is likely to follow due instruction and write up the thesis as directed (Carter & Kumar, 2017). The location of authority and ownership of the new knowledge in, this instance, resides with the supervisor.…”

Section: And What Can We Learn From This?mentioning

confidence: 99%

(Re)counting the high cost of predatory publishing and the effect of a neoliberal performativity culture

Maistry¹

2019

Journal of Education

View full text Add to dashboard Cite

In this self-critical account, I engage the concepts of critique and judgement and why they are crucial for protecting and maintaining the integrity of academia and scholarship. I argue that a naive or ignorant academic is a somewhat paradoxical position to assume given that academia is necessarily a critical space that demands astuteness and constant vigilance. I contend that blissful ignorance is a fragile justification for the neglect of due diligence as it relates to the selection of locales for knowledge dissemination. I engage the tenets of self-study and critical autoethnography to reflect on my practice as an academic and the consequences of my own poor judgement, not as an act of arrogant disclosure, but with a view to embracing this "elephant in the national academic room" and also bringing to the fore, other "frail" current knowledge vetting processes. The article draws on a Žižekian notion of perverse analysis with the view to evoke a primal confrontation of a particularly sensitive issue. I draw attention to the gravity of the act of predatory publishing and its almost irrevocable consequences. I also reflect on my grief, trauma, guilt, and shame of this self-inflicted academic reputational mutilation, and the arduous task ahead of rebuilding my academic integrity. I hope that this paper might serve to intensify our alertness to the potential new perils that present in the neoliberal research productivity-driven higher education space where online publishing and open access have become common place, and where "opportunities" to transgress and expose oneself to risk present themselves on a daily basis, often with welldisguised "authenticity." Finally, I reflect on my public exposé of personal flaw and its restorative effect of a necessary humility in the academic space.

show abstract

“…Bloom et al's (2007, p.31) study supports this finding as they also underlined that "graduate students value advisors who are accessible and approachable" on academic and personal issues. As Carter and Kumar (2017) underline, supervision in itself teaches something not only to postgraduate students but also supervisors themselves: …how to work with people who are not automatically on the same wave length -the skill of working across diversity is commonly expressed in doctoral graduate attributes, but is also an attribute that we supervisors need to learn (p. 73).…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey

Ekoç

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

There are a growing number of students who continue postgraduate degrees in English Language Teaching (ELT) in state and private universities in Turkey. It is taken for granted that thesis writing is a significant aspect of postgraduate education and postgraduate students are experiencing some difficulties with the thesis writing process. In this process, supervision is a complex process and sometimes supervision is the element that makes things easier for postgraduate students or exacerbates the process. Therefore, supervisor-supervisee relationship is a topic that has been explored much abroad lately but relatively few are written about the Turkish case. Considering this research gap, this article investigates postgraduates' views on master's and PhD thesis supervision and difficulties they faced in thesis writing in ELT. The participants from different private and state universities received a link to an online survey engine. The aim was to understand how thesis writing in ELT and supervision are experienced in Turkey. In this study, qualitative and quantitative research methods were used. The data collected in the study were analyzed by content analysis technique and frequency counting. The findings are important as they show that there are serious linguistic challenges inherent in thesis writing that are complicating the process but also supervisory process that needs delicate attention. The paper suggests that supervisors and universities should consider the positive and negative aspects of their attitudes and behaviors throughout this process. Some measures can be taken to enhance the quality of supervision at universities in Turkey.

show abstract

‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing

Cited by 80 publications

References 16 publications

Graduate Transitions

Graduate Transitions

(Re)counting the high cost of predatory publishing and the effect of a neoliberal performativity culture

Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey

Contact Info

Product

Resources

About