Citations (81)
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David Addae & Olivia A. T. F. Kwapong. (2023) PhD Students’ Perceptions of Research Seminars in Doctoral Education: A Case Study. Cogent Education 10:1.
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Guadalupe Álvarez & Laura Colombo. (2023) Dialogic approaches to writing: student perspectives on two Argentinian doctoral initiatives. Teaching in Higher Education 28:8, pages 2121-2134.
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Xiujuan Sun & John Trent. (2022) Promoting agentive feedback engagement through dialogically minded approaches in doctoral writing supervision. Innovations in Education and Teaching International 59:4, pages 387-397.
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Marinette Bahtilla. (2022) Supervisory feedback: Supervisors’ reasons for not giving timely feedback. Innovations in Education and Teaching International 0:0, pages 1-12.
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Marinette Bahtilla & Awu Isaac Oben. (2022) International students’ perception of research supervision in the Social Sciences: the case of three comprehensive universities in China. Journal of Further and Higher Education 46:3, pages 327-340.
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Larissa Yousoubova & Lynn McAlpine. (2022) Developing as a post-PhD researcher: agency and feedback in construction of grant funding success (El desarrollo del investigador posdoctoral: agencia y feedback en la preparación de propuestas de financiación exitosas). Journal for the Study of Education and Development 45:1, pages 1-36.
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Madhu Neupane Bastola. (2021) Formulation of feedback comments: Insights from supervisory feedback on master’s theses. Innovations in Education and Teaching International 58:5, pages 565-574.
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Deya Chakraborty, Ali Soyoof, Mehdi Moharami, Ade Dwi Utami, Shaoru Zeng, Ngo Cong-Lem, Danielle Hradsky, Jacky-Lou Maestre, Elham M. Foomani & Lynette Pretorius. (2021) Feedback as a space for academic social practice in doctoral writing groups. Educational and Developmental Psychologist 38:2, pages 238-248.
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Madhu Neupane Bastola & Guangwei Hu. (2021) Supervisory feedback across disciplines: does it meet students’ expectations?. Assessment & Evaluation in Higher Education 46:3, pages 407-423.
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Linlin Xu & Jiehui Hu. (2020) Language feedback responses, voices and identity (re)construction: Experiences of Chinese international doctoral students. Innovations in Education and Teaching International 57:6, pages 724-735.
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Yiran Zhang, Shulin Yu & Kaihao Yuan. (2020) Understanding Master’s students’ peer feedback practices from the academic discourse community perspective: A rethinking of postgraduate pedagogies. Teaching in Higher Education 25:2, pages 126-140.
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John Wei, Susan Carter & Deborah Laurs. (2019) Handling the loss of innocence: first-time exchange of writing and feedback in doctoral supervision. Higher Education Research & Development 38:1, pages 157-169.
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Shulin Yu, Yiran Zhang, Yao Zheng, Kaihao Yuan & Limin Zhang. (2019) Understanding student engagement with peer feedback on master’s theses: a Macau study. Assessment & Evaluation in Higher Education 44:1, pages 50-65.
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Kyung Min Kim. (2018) Academic socialization of doctoral students through feedback networks: a qualitative understanding of the graduate feedback landscape. Teaching in Higher Education 23:8, pages 963-980.
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Sharon Sharmini & Vijay Kumar. (2018) Examiners’ commentary on thesis with publications. Innovations in Education and Teaching International 55:6, pages 672-682.
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Lulu Zhang & Ying Zheng. (2018) Feedback as an assessment for learning tool: How useful can it be?. Assessment & Evaluation in Higher Education 43:7, pages 1120-1132.
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Dorothy Economou & Bronwyn James. (2017) A research writing tool: Designing an online resource for supervisors and students. Innovations in Education and Teaching International 54:6, pages 590-600.
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Linlin Xu. (2017) Written feedback in intercultural doctoral supervision: a case study. Teaching in Higher Education 22:2, pages 239-255.
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Susan Carter & Vijay Kumar. (2017) ‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing. Innovations in Education and Teaching International 54:1, pages 68-75.
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Anne Lee & Rowena Murray. (2015) Supervising writing: helping postgraduate students develop as researchers. Innovations in Education and Teaching International 52:5, pages 558-570.
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Cally Guerin & Ian Green. (2015) ‘They’re the bosses’: feedback in team supervision. Journal of Further and Higher Education 39:3, pages 320-335.
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Allyson Holbrook, Sid Bourke, Hedy Fairbairn & Terence Lovat. (2014) The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education 39:6, pages 983-1000.
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Helen Basturkmen, Martin East & John Bitchener. (2014) Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community. Teaching in Higher Education 19:4, pages 432-445.
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CamilleB. Kandiko & IanM. Kinchin. (2012) What is a doctorate? A concept-mapped analysis of process versus product in the supervision of lab-based PhDs. Educational Research 54:1, pages 3-16.
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Dinah Magano. (2011) Narratives on challenges of female black postgraduate students. Teaching in Higher Education 16:4, pages 365-376.
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Elke Stracke & Vijay Kumar. (2010) Feedback and self‐regulated learning: insights from supervisors’ and PhD examiners’ reports. Reflective Practice 11:1, pages 19-32.
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Therese Ferguson. (2009) The ‘Write’ Skills and More: A Thesis Writing Group for Doctoral Students. Journal of Geography in Higher Education 33:2, pages 285-297.
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JacquelineH. Watts. (2008) Challenges of supervising part-time PhD students: towards student-centred practice. Teaching in Higher Education 13:3, pages 369-373.
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Articles from other publishers (53)
Pilar Mirely Chois Lenis & Elizabeth Narváez-Cardona. (2023) Escribir para investigar: experiencias transformadoras en posgrado en Salud. Educación Médica 24:6, pages 100837.
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Oduor Olande & Torsten Lindström. (2022) Exploring undergraduate thesis manuscript assessment feedback. The Curriculum Journal 34:3, pages 437-456.
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Yuan Tian & Qian Guo. (2023) Supervisory Feedback on Chinese Doctoral Students’ Drafts of a Research Article. Education Sciences 13:7, pages 731.
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Qi Lu, Yuan Yao & Xinhua Zhu. (2023) The relationship between peer feedback features and revision sources mediated by feedback acceptance: The effect on undergraduate students’ writing performance. Assessing Writing 56, pages 100725.
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Matthew Sillence. (2022) Understanding doctoral progress assessment in the arts and humanities. Arts and Humanities in Higher Education 22:1, pages 45-59.
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Gina Wisker. 2023. Developing Researcher Independence Through the Hidden Curriculum. Developing Researcher Independence Through the Hidden Curriculum
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Emmy Antonella González Lillo & María Teresa Mateo Girona. (2022) Estudio de caso de retroalimentación no directiva mediante enunciados asertivos. Enunciación 28:1, pages 83-100.
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Kiyomi Yamada. (2022) Undergraduate thesis supervisory conference: Academic discourse socialisation multiple-case study. Linguistics and Education 69, pages 101054.
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Madhu Neupane Bastola. (2020) Engagement and Challenges in Supervisory Feedback: Supervisors’ and Students’ Perceptions. RELC Journal 53:1, pages 56-70.
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Xiaolong Cheng & Lawrence Jun Zhang. (2022) Teachers Helping EFL Students Improve Their Writing Through Written Feedback: The Case of Native and Non-native English-Speaking Teachers' Beliefs. Frontiers in Psychology 13.
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Kanwarjeet Singh, Jane Southcott & Damien Lyons. (2022) Knowledge Meals, Research Relationships, and Postqualitative Offerings: Enacting Langar (a Sikh Tradition of a Shared Meal) as Pedagogy of Doctoral Supervision. International Journal of Qualitative Methods 21, pages 160940692210972.
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Beytullah KARAGÖZ & İzzet ŞEREF. (2021) Türkçe Eğitimi Doktora Tezlerine Bütünsel Bir Yaklaşım (1995-2020)A Holistic Approach to PhD Theses in Turkish Language Education (1995-2020). Selçuk Üniversitesi Edebiyat Fakültesi Dergisi:46, pages 43-68.
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Abate Demissie Gedamu & Tesfaye Habtemariam Gezahegn. (2021) EFL supervisors’ written feedback focus and language functions: a mixed methods study. Asian-Pacific Journal of Second and Foreign Language Education 6:1.
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Murad Abdu Saeed Mohammed & Musheer Abdulwahid AL-Jaberi. (2021) Google Docs or Microsoft Word? Master's students' engagement with instructor written feedback on academic writing in a cross-cultural setting. Computers and Composition 62, pages 102672.
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Daron Benjamin Loo. (2021) Am I Promoting Feedback Cycle and Sociomaterial Learning?. Issues in Language Studies 10:1, pages 1-19.
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Murad Abdu Saeed, Huda Suleiman Al Qunayeer & Musheer Abdulwahid AL-Jaberi. (2021) Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback: A Case Study. SAGE Open 11:2, pages 215824402110071.
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Fangtong Liu, Jianxia Du, Danny Quan Zhou & Bosu Huang. (2021) Exploiting the potential of peer feedback: The combined use of face-to-face feedback and e-feedback in doctoral writing groups. Assessing Writing 47, pages 100482.
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Nanyan Zhang, Qianqian Zhang, Xiaobin Liu & Xijuan Jiang. (2020) Improving College Students' English Writing Performance via Vlog. Improving College Students' English Writing Performance via Vlog.
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Shu-Yun Chien, Gwo-Jen Hwang & Morris Siu-Yung Jong. (2020) Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education 146, pages 103751.
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