Good Critical Friends Are Hard to Find: Promoting Peer Review among Doctoral Students

Autor/inn/en	Tyndall, Deborah; Powell, Shannon Baker
Titel	Good Critical Friends Are Hard to Find: Promoting Peer Review among Doctoral Students
Quelle	In: Studies in Graduate and Postdoctoral Education, 14 (2023) 2, S.186-200 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/SGPE-11-2021-0081
Schlagwörter	Doctoral Students; Peer Evaluation; Academic Language; Psychological Patterns; Emotional Response; Literature Reviews; Identification (Psychology); Student Research; Student Reaction; Student Experience; Student Development + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Emotionales Verhalten; Studentenforschung; Schülerkritik; Studienerfahrung
Abstract	Purpose: This study aims to examine entry-level PhD students' experiences with participating in Critical Friends, a peer review protocol, used to support learning the threshold concept of literature review. It also sought to determine if, and how, students used the peer review protocol electively during their first year of doctoral study. Design/methodology/approach: The authors used a sequential, QUAL-qual mixed-method design to guide the study. Reflective learning journals, surveys and interviews were collected from three cohorts of PhD students (N = 18). Findings: Thematic analysis revealed that giving and receiving writing critique was uncomfortable for these novice peer reviewers and many described emotional disciplining associated with vulnerability. Critical Friends offered a safe space to begin mastery of the literature review and begin transforming new researcher and writer identities. While Critical Friends was a positive experience for students, they struggled implementing the protocol on their own following the course. Practical implications: These findings support the need for faculty to embed peer review opportunities in courses during the first year to facilitate role modeling and mentoring. The findings also demonstrate the need to engage students with peer review early in the program to increase comfort, cultivate student resiliency for accepting critical feedback and build capacity for students to learn with and from others. Originality/value: This paper advocates for the use of peer review practices early in the doctoral study to promote the development of researcher identity and positioning within the research community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01