Supervisory Feedback across Disciplines: Does It Meet Students' Expectations?

Autor/inn/en	Neupane Bastola, Madhu; Hu, Guangwei
Titel	Supervisory Feedback across Disciplines: Does It Meet Students' Expectations?
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 3, S.407-423 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neupane Bastola, Madhu) ORCID (Hu, Guangwei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1780562
Schlagwörter	Feedback (Response); Supervisors; Supervisor Supervisee Relationship; Supervision; Masters Theses; Graduate Students; Academic Language; Content Area Writing; English (Second Language); Expectation; Beliefs; Student Needs; Public Colleges; Intellectual Disciplines; Foreign Countries; Nepal + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schriftliche Übung; English as second language; English; Second Language; Englisch als Zweitsprache; Expectancy; Erwartung; Belief; Glaube; Geisteswissenschaften; Ausland
Abstract	Supervisory feedback on thesis drafts and presentations is arguably the most important source of information for graduate students, particularly those writing their theses in English-as-a-foreign-language contexts, to conduct, complete, report and improve graduate research and benefit from the process. Despite its critical role in scaffolding students' research and thesis writing, supervisory feedback on master's theses has been under-researched, compared with the attention given to doctoral supervision. This is particularly the case in non-Western, developing countries such as Nepal. The present study examined supervisory comments on thesis drafts (n = 97) in four disciplinary areas (education, English studies, physics and engineering). Supervisors' beliefs underlying their practices and students' expectations were explored through interviews with 16 supervisors and 16 students. Analyses revealed that supervisory feedback varied across the disciplinary areas and, in many cases, did not cater to students' needs or expectations. Pedagogical implications of these findings are derived with a view to improving the effectiveness of supervisory feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01