Handling the Loss of Innocence: First-Time Exchange of Writing and Feedback in Doctoral Supervision

Autor/inn/en	Wei, John; Carter, Susan; Laurs, Deborah
Titel	Handling the Loss of Innocence: First-Time Exchange of Writing and Feedback in Doctoral Supervision
Quelle	In: Higher Education Research and Development, 38 (2019) 1, S.157-169 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wei, John) ORCID (Carter, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1541074
Schlagwörter	Feedback (Response); Ethnography; Writing Instruction; Supervisors; Supervision; Graduate Students; Writing Processes; Doctoral Programs; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Ethnografie; Schreibunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Ausland; Neuseeland
Abstract	The first time of many significant encounters is the most intense, raising awkwardness, anxiety and hope. This article presents data from doctoral students (n = 80) who described the first time that they submitted writing to their supervisor and received feedback. The first writing/feedback exchange is an initiation into the cultures of academia. Student accounts captured the intensity of the initiation for students, excitement or dread on submitting writing, with increased emotional reaction when going through the feedback process, that liminal first time. Close focus on the first-time writing feedback exchange makes a contribution to the literature on the social interactions of doctoral writing. Data backs our argument that students and supervisors need to carefully manage the first-time exchange of writing. Our findings are analysed thematically and through an autoethnographic lens of the lead author, who was both a research assistant for the research survey and an international doctoral student experiencing the same processes in his cross-disciplinary joint doctorate. We draw on conceptual threshold-crossing theories established in regard to doctoral learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01