Citations (56)
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Read on this site (23)
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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David Carless, Jisun Jung & Yongyan Li. (2023) Feedback as socialization in doctoral education: towards the enactment of authentic feedback. Studies in Higher Education 0:0, pages 1-12.
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Katia Ciampa & Zora M. Wolfe. (2023) From isolation to collaboration: creating an intentional community of practice within the doctoral dissertation proposal writing process. Teaching in Higher Education 28:3, pages 487-503.
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Ian Sadler, Nicola Reimann & Kay Sambell. (2023) Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education 48:3, pages 305-320.
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Anna Hajizadeh, Saeedeh Mohammadi & Mohammad Reza Khodadust. (2023) Perceptions of conducting academic ELT research: the case of Iranian graduate-level students. Research in Post-Compulsory Education 28:1, pages 123-148.
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Chunhong Liu & Shulin Yu. (2022) Exploring master’s students’ emotions and emotion-regulation in supervisory feedback situations: a vignette-based study. Assessment & Evaluation in Higher Education 47:7, pages 1101-1115.
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Minh Nguyet Nguyen & Margaret Jeanne Robertson. (2022) International students enacting agency in their PhD journey. Teaching in Higher Education 27:6, pages 814-830.
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Elena Riva, Louise Gracia & Rebecca Limb. (2022) Using co-creation to facilitate PhD supervisory relationships. Journal of Further and Higher Education 46:7, pages 913-930.
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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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Emma Waight. (2022) Doctoral writing as an assemblage in space and time. Journal of Further and Higher Education 46:5, pages 605-619.
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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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Henk Huijser, Sazan M. Mandalawi, Robyn Henderson & Megan Yih Chyn A. Kek. (2022) Finding a stable core in supervision from a distance: A Kurdish-Australian case study. Innovations in Education and Teaching International 59:2, pages 121-130.
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Joanna Joseph Jeyaraj, Wei Keong Too & Eni Ermawati Lasito. (2022) A framework for supporting postgraduate research writing: insights from students’ writing experiences. Higher Education Research & Development 41:2, pages 405-419.
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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 & 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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Alison J. Hey-Cunningham, Mary-Helen Ward & Emily J. Miller. (2021) Making the most of feedback for academic writing development in postgraduate research: Pilot of a combined programme for students and supervisors. Innovations in Education and Teaching International 58:2, pages 182-194.
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Linlin Xu, Lin Sophie Teng & Jinting Cai. (2021) Feedback engagement of Chinese international doctoral students. Studies in Continuing Education 43:1, pages 119-135.
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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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Karen Nairn. (2020) Learning through doing: the potential of a collective editing pedagogy. Teaching in Higher Education 25:7, pages 888-901.
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Huda Suleiman Al Qunayeer. (2020) Supporting postgraduates in research proposals through peer feedback in a Malaysian university. Journal of Further and Higher Education 44:7, pages 956-970.
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Yao Zheng, Shulin Yu, Bo Wang & Yiran Zhang. (2020) Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study. Innovations in Education and Teaching International 57:2, pages 186-197.
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Anna Paukova, Milana Khachaturova & Petr Safronov. (2019) Autoethnography of tutoring in the Russian university: from theoretical knowledge to practical implementation. Mentoring & Tutoring: Partnership in Learning 27:2, pages 213-230.
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Articles from other publishers (33)
Clive Palmer, Andrew Sprake & Chris Hughes. (2023) Managing the Expectations of Doctoral Students and Their Supervisors: A UK Perspective. Encyclopedia 3:4, pages 1474-1488.
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Lanqin Zheng, Yunchao Fan, Bodong Chen, Zichen Huang, LeiGao & Miaolang Long. (2023) An AI-enabled feedback-feedforward approach to promoting online collaborative learning. Education and Information Technologies.
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Cassi L. Liardet. (2023) Navigating the transition into higher degree research: an exploration of candidates’ experiences. The Australian Educational Researcher.
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Binh Thanh Ta & Anna Filipi. (2023) Story-closing in PhD supervisory feedback: A conversation analytical study. Linguistics and Education 75, pages 101183.
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Julio Gimenez, Richard Paterson & Doug Specht. (2023) Doctoral writing through a trajectorial lens: an exploratory study on challenges, strategies and relationships. Higher Education.
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Min Yang. (2023) Supervisory feedback, reflection, and academic discourse socialization: Insights from an L2 doctoral student's paper writing experience. Journal of English for Academic Purposes 62, pages 101215.
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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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Bryan Shi Hong Wong & Shefaly Shorey. (2022) Nursing students' experiences and perception of peer feedback: A qualitative systematic review. Nurse Education Today 116, pages 105469.
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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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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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Philip M. Haygarth, Olivia Lawrenson, Malika Mezeli, Emma J. Sayer, Christopher S. McCloskey, Daniel L. Evans, Guy J. D. Kirk, Andrew M. Tye, David R. Chadwick, Steve P. McGrath, Sacha J. Mooney, Eric Paterson, David A. Robinson & Davey L. Jones. (2021) On pedagogy of a Soil Science Centre for Doctoral Training. European Journal of Soil Science 72:6, pages 2320-2329.
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Faridah Mydin & Shahlan Surat. (2021) Research Capability: Early-Career Academics’ Perception of Doctoral Studies. European Journal of Educational Research 10:4, pages 1893-1905.
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Madhu Neupane Bastola & Guangwei Hu. (2021) “Chasing my supervisor all day long like a hungry child seeking her mother!”: Students’ perceptions of supervisory feedback. Studies in Educational Evaluation 70, pages 101055.
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Debra Jackson, Tamara Power & Kim Usher. (2021) Feedback as a balancing act: Qualitative insights from an experienced multi-cultural sample of doctoral supervisors in nursing. Nurse Education in Practice 54, pages 103125.
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Claudine Muraraneza, Ntombifikile Mtshali & Thokozani Bvumbwe. (2020) Challenges in postgraduate research supervision in nursing education: Integrative review. Nurse Education Today 89, pages 104376.
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Margaret K. Merga, Shannon Mason & Julia E. Morris. (2019) ‘The constant rejections hurt’: Skills and personal attributes needed to successfully complete a thesis by publication. Learned Publishing 32:3, pages 271-281.
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MELANIE ELIZABETH MONTES SILVA, JOSÉ LUIS BONILLA ESQUIVEL & EDNA MIREYA SALAZAR ROBLES. (2019) Alfabetización académica y disciplinar: intervención con estudiantes de Doctorado en Educación. Estudios λambda. Teoría y práctica de la didáctica en lengua y literatura. 4:1, pages 47-70.
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Arzu EKOÇ. (2019) Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in TurkeyTürkiye’de İngiliz Dili Eğitimi Alanında Lisansüstü Yapan Öğrencilerin Tez Yazarken Karşılaştıkları Zorluklar. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20:1, pages 152-164.
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Alexander V. Perig. (2018) Didactic Student-Friendly Approaches to More Effective Teaching of the Fundamentals of Scientific Research in a Digital Era of Scientometrics. EURASIA Journal of Mathematics, Science and Technology Education 14:12.
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Gabriela González-Ocampo & Montserrat Castelló. (2017) Writing in doctoral programs: examining supervisors’ perspectives. Higher Education 76:3, pages 387-401.
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