Neshila, Faustina;
Golding, Jenefer;
(2023)
Encouraging doctoral candidates to write and giving feedback.
In: Luneta, Kakoma and Golding, Jennie and Kapenda, Hileni and Phiri Nalube, Patricia, (eds.)
Doctoral Supervision in Southern Africa From Theory to Practice.
(pp. 95-111).
Springer: Cham, Switzerland.
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Abstract
Literature maintains that doctoral writing is both the channel used by students to communicate their ideas and also the primary evidence on which their degree is awarded. Despite the integral role played by such writing, there is fairly limited knowledge about the development of doctoral students’ writing skills or the associated roles of the supervisor. Institutions of higher education are expected to ensure high postgraduate student completion rates, and often make efforts to support doctoral writing of students by offering academic writing courses. However, the assumption that the supervisor can necessarily provide appropriate feedback and feedforward for writing needs to be addressed. Evidently most doctoral students require encouragement and support to develop confidence in writing. Feedback is one principal pedagogy through which students learn writing skills. Furthermore, receiving and giving feedback involves emotions which if not well handled may become a barrier to learning. This chapter evaluates the evidence around the supervisor’s role in encouraging doctoral candidates to write, especially through written feedback, and discusses the implications of receiving/giving inappropriate feedback. It draws from theories of the pedagogy of feedback supplemented by reflective accounts of supervisors and their experiences of giving/receiving feedback on written doctoral work.
| Type: | Book chapter |
|---|---|
| Title: | Encouraging doctoral candidates to write and giving feedback |
| ISBN: | 3031468988 |
| ISBN-13: | 9783031468988 |
| DOI: | 10.1007/978-3-031-46899-5 |
| Publisher version: | https://link.springer.com/book/10.1007/978-3-031-4... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10184615 |
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