Social science doctoral students’ needs and preferences for written feedback

Can, Gulfidan; Walker, Andrew

doi:10.1007/s10734-014-9713-5

Cited by 25 publications

(15 citation statements)

References 45 publications

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“…The questionnaire was thoroughly adopted from Can and Walker's (2014) study that investigated social science doctoral students' preferences and needs with regard to written feedback on academic writing. The questionnaire consists of five sections involving the demographic section, Feedback Delivery Preference, General Feedback Preferences, Specific Feedback Preferences, and Perceived Needs for Written Feedback.…”

Section: Instrumentmentioning

confidence: 99%

Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

Singh¹

2016

ELT

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The aim of this research is to examine graduate students' needs and preferences for written feedback on academic writing from their lecturers and thesis supervisors. Quantitative method via survey questionnaire was used to collect data from 21 respondents. The data collection involved Master and Doctorate students at a tertiary level institution in Malaysia. The data was analyzed and tabulated using descriptive analysis. Results indicate that graduate students regularly need written feedback on their academic writing and they preferred electronic method to obtain feedback from their supervisors. Findings also indicate that graduate students appreciated feedback which was straightforward, provided clear instructions, directed them to other related resources, and feedback which was detailed or specific. This research filled the gap in literature by providing awareness among thesis supervisors and lecturers on the students' needs and preference for written feedback on their academic writing. Apart from that, greater understanding of students' perceived needs for feedback and preferences of feedback is also vital for lectures and thesis supervisors to increase the effectiveness of providing constructive written feedback.

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Section: Instrumentmentioning

confidence: 99%

Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

Singh¹

2016

ELT

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“…In doctoral research, the notion of peer is complex, involving multiple positionings, yet it offers potential for theorizing research education (Boud and Lee 2005). There is a paucity of research focussing on student perceptions of feedback during doctoral studies (Can and Walker 2014). Where they do exist, studies focus on particular aspects of feedback, for example on peer assessment in an online forum (Crossouard 2008) or on feedback from supervisors and examiners (Stracke and Kumar 2010), rather than on experiences of formal and informal feedback.…”

Section: Feedback and The Doctoratementioning

confidence: 99%

A narrative study of the experience of feedback on a professional doctorate: ‘a kind of flowing conversation’

Adams

2018

Studies in Continuing Education

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Feedback has an important role in supporting learning. It is through feedback that learners can actively construct and clarify understanding, monitor their performance and direct their learning. Despite attention on feedback in higher education, limited research exists exploring the role and experience of feedback within doctoral programmes. This article focuses on student experiences of feedback during a professional doctorate in England. Analysis of the narrative of one recent Doctorate in Education graduate reveals several inter-related themes, illustrating the role of peers in supporting the move to autonomous researcher. This intensive focus on one student's experience narrative contributes to a reconceptualization of feedback as dialogic, revealing feedback through the doctoral journey as an ongoing dialogue, with the doctoral researcher taking increasing responsibility for orchestrating the conversation. I argue that such a perspective moves beyond the traditional view of doctoral learning through the support of a supervisor to encompass both formal and informal learning experiences within a community of research practice, emphasising the active participation of the doctoral candidate in this community. I discuss the potential contribution of student experience stories to the development of doctoral relationships and practice.

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“…In some research papers, it is mentioned that the frequency and quality of meetings/meetings between supervisor and doctoral student are important for the quality of the supervision process (Baptista, 2014 and. Written feedback is one of the tools used by doctoral supervisors, which used on time promotes student well-being and the research development (Brew & Peseta, 2004;Can & Walker, 2014). In a recent study, researchers collected data on the type of feedback preferred by social science doctoral students (Can & Walker, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Written feedback is one of the tools used by doctoral supervisors, which used on time promotes student well-being and the research development (Brew & Peseta, 2004;Can & Walker, 2014). In a recent study, researchers collected data on the type of feedback preferred by social science doctoral students (Can & Walker, 2014). From the perspective of the students, this strategy to be effective must provide individualized support, give alternative opinions and points of view, be constructive, provide guidelines, should also encourage dialogue and reflection, as well as justify criticism and be clear.…”

Section: Introductionmentioning

confidence: 99%

Listening and feeling doctoral students’ perceptions of their doctoral supervision. The PhD students’ point of view.

Coutinho¹

2020

ASSRJ

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Doctoral education has been subject to research and analysis by researchers in the last fifty years. Nevertheless, doctoral supervision still a private issue among supervisor and PhD student; if the relationship between them goes wrong, a shadow undermines the doctoral research, hindering student support of others, which may result in attrition and dropout. Breaking this situation, transforming the “private place” in a “public matter”, requires a profound reflection about the doctoral education aim, institutions goals, institution policy, but also a supervisor and PhD students’ perspectives (careers, goals, development, financial support). It is necessary to know, where we want to go, to outline a path to achieve the goals. During the last three years, doctoral supervision has been studied at Universidade Nova de Lisboa (UNL). A qualitative case study method was used. This was the first study (a pilot study) that covered all the nine UNL schools, is intended to identify the supervision practices, but also captures a glimpse of doctoral students’ life in the academy, their difficulties, their thoughts and feelings related to doctoral education. The documentary analysis, concerning the institution rules related to doctoral education, was the study first step (already published). The second was the implementation of a survey with closed and open questions to allowed students to express their opinion regarding doctoral education, especially doctoral supervision. During three months, a survey, centred in doctoral supervision, applied online in all schools. This paper aims to describe what was found and what was unexpected in the context of a young university.

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Social science doctoral students’ needs and preferences for written feedback

Cited by 25 publications

References 45 publications

Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

A narrative study of the experience of feedback on a professional doctorate: ‘a kind of flowing conversation’

Listening and feeling doctoral students’ perceptions of their doctoral supervision. The PhD students’ point of view.

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