A narrative study of the experience of feedback on a professional doctorate: ‘a kind of flowing conversation’

References

• Akkerman, Sanne F., and Paulien C. Meijer. 2011. “A Dialogical Approach to Conceptualizing Teacher Identity.” Teaching and Teacher Education 27 (2): 308–319.
   Web of Science ®Google Scholar
• Beaumont, Chris, Michelle O’Doherty, and Lee Shannon. 2011. “Reconceptualising Assessment Feedback: A Key to Improving Student Learning?” Studies in Higher Education 36 (6): 671–687.
   Web of Science ®Google Scholar
• Boud, David, and Alison Lee. 2005. “‘Peer Learning’ as Pedagogic Discourse for Research Education.” Studies in Higher Education 30 (5): 501–516.
   Web of Science ®Google Scholar
• Boud, David, and Elizabeth Molloy. 2013. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38 (6): 698–712.
   Web of Science ®Google Scholar
• Bourner, Tom, Rachel Bowden, and Stuart Laing. 2001. “Professional Doctorates in England.” Studies in Higher Education 26 (1): 65–83.
   Web of Science ®Google Scholar
• Brookfield, Stephen D. 2015. “Critical Reflection as Doctoral Education.” New Directions for Adult and Continuing Education 2015: 15–23.
   Google Scholar
• Can, G., and A. Walker. 2014. “Social Science Doctoral Students’ Needs and Preferences for Written Feedback.” Higher Education 68 (2): 303–318.
   Web of Science ®Google Scholar
• Carless, David, Diane Salter, Min Yang, and Joy Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher Education 36 (4): 395–407.
   Web of Science ®Google Scholar
• Clandinin, D. Jean, and F. Michael Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Clandinin, D. Jean, Debbie Pushor, and Anne Murray Orr. 2007. “Navigating Sites for Narrative Inquiry.” Journal of Teacher Education 58 (1): 21–35.
   Web of Science ®Google Scholar
• Costley, Carol. 2013. “Evaluation of the Current Status and Knowledge Contributions of Professional Doctorates.” Quality in Higher Education 19 (1): 7–27.
   Google Scholar
• Creswell, John W. 2014. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 4th ed. Harlow: Pearson.
   Google Scholar
• Crossouard, Barbara. 2008. “Developing Alternative Models of Doctoral Supervision with Online Formative Assessment.” Studies in Continuing Education 30 (1): 51–67.
   Web of Science ®Google Scholar
• Dewey, John. (1938) 2015. Experience and Education. The Kappa Delta Pi Lecture Series. New York: Free Press.
   Google Scholar
• Evans, Carol. 2013. “Making Sense of Assessment Feedback in Higher Education.” Review of Educational Research 83 (1): 70–120.
   Web of Science ®Google Scholar
• Gardner, Susan K. 2008. “‘What’s Too Much and What’s Too Little?’: The Process of Becoming an Independent Researcher in Doctoral Education.” The Journal of Higher Education 79 (3): 326–350.
   Web of Science ®Google Scholar
• Gubrium, Jaber F., and James A. Holstein. 2009. Analyzing Narrative Reality. Thousand Oaks, CA: Sage.
   Google Scholar
• Harrison, Scott, and Catherine Grant. 2015. “Exploring of New Models of Research Pedagogy: Time to Let Go of Master-Apprentice Style Supervision?” Teaching in Higher Education 20 (5): 556–566.
   Web of Science ®Google Scholar
• HEA (Higher Education Academy). 2016. Framework for Transforming Assessment in Higher Education. Online: HEA.
   Google Scholar
• Kemp, Matthew W., Timothy J. Molloy, Marina Pajic, and Elaine Chapman. 2013. “Peer Relationships and the Biomedical Doctorate: A Key Component of the Contemporary Learning Environment.” Journal of Higher Education Policy and Management 35 (4): 370–385.
   Google Scholar
• Kot, Felly Chiteng, and Darwin D. Hendel. 2012. “Emergence and Growth of Professional Doctorates in the United States, United Kingdom, Canada and Australia: A Comparative Analysis.” Studies in Higher Education 37 (3): 345–364.
   Web of Science ®Google Scholar
• Kvale, Steinar, and Svend Brinkmann. 2009. Interviews: Learning the Craft of Qualitative Research Interviewing. 2nd ed. London: Sage.
   Google Scholar
• Lave, Jean, and Etienne Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press.
   Google Scholar
• Lee, Anne. 2008. “How are Doctoral Students Supervised? Concepts of Doctoral Research Supervision.” Studies in Higher Education 33 (3): 267–281.
   Web of Science ®Google Scholar
• Leijen, Ä, L. Lepp, and M. Remmik. 2016. “Why Did I Drop Out? Former Students’ Recollections About Their Study Process and Factors Related to Leaving the Doctoral Studies.” Studies in Continuing Education 38 (2): 129–144.
   Web of Science ®Google Scholar
• McCormack, Coralie. 2004. “Storying Stories: A Narrative Approach to in-Depth Interview Conversations.” International Journal of Social Research Methodology 7 (3): 219–236.
   Google Scholar
• McCormack, Coralie. 2009. “Stories Return Personal Narrative Ways of Knowing to the Professional Development of Doctoral Supervisors.” Studies in Continuing Education 31 (2): 141–156.
   Web of Science ®Google Scholar
• Mellors-Bourne, Robin, Carol Robinson, and Janet Metcalfe. 2016. Provision of Professional Doctorates in English HE Institutions. Cambridge: Careers Research and Advisory Centre (CRAC).
   Google Scholar
• Murakami-Ramalho, Elizabeth, Matthew Militello, and Joyce Piert. 2013. “A View from Within: How Doctoral Students in Educational Administration Develop Research Knowledge and Identity.” Studies in Higher Education 38 (2): 256–271.
   Web of Science ®Google Scholar
• Nicol, David. 2010. “From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education.” Assessment & Evaluation in Higher Education 35 (5): 501–517.
   Web of Science ®Google Scholar
• Nicol, David J., and Debra Macfarlane-Dick. 2006. “Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education 31 (2): 199–218.
   Web of Science ®Google Scholar
• Nicol, David, Avril Thomson, and Caroline Breslin. 2014. “Rethinking Feedback Practices in Higher Education: A Peer Review Perspective.” Assessment & Evaluation in Higher Education 39 (1): 102–122.
   Web of Science ®Google Scholar
• Pratt, Nick, Michael Tedder, Ruth Boyask, and Peter Kelly. 2015. “Pedagogic Relations and Professional Change: A Sociocultural Analysis of Students’ Learning in a Professional Doctorate.” Studies in Higher Education 40 (1): 43–59.
   Web of Science ®Google Scholar
• QAA (Quality Assurance Agency for Higher Education). 2011. The UK Doctorate: A Guide for Current and Prospective Doctoral Candidates. Gloucester: The Quality Assurance Agency for Higher Education.
   Google Scholar
• Riessman, Catherine Kohler. 2008. Narrative Methods for the Human Sciences. Thousand Oaks: Sage.
   Google Scholar
• Sadler, D. R. 2010. “Beyond Feedback: Developing Student Capability in Complex Appraisal.” Assessment & Evaluation in Higher Education 35 (5): 535–550.
   Web of Science ®Google Scholar
• Sfard, Anna, and Anna Prusak. 2005. “Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity.” Educational Researcher 34 (4): 14–22.
   Google Scholar
• Sinclair, Jennifer, Robyn Barnacle, and Denise Cuthbert. 2014. “How the Doctorate Contributes to the Formation of Active Researchers: What the Research Tells Us.” Studies in Higher Education 39 (10): 1972–1986.
   Web of Science ®Google Scholar
• Squire, Corinne. 2013. “From Experience-Centred to Socioculturally-Oriented Approaches to Narrative.” In Doing Narrative Research. 2nd ed., edited by Molly Andrews, Corinne Squire, and Maria Tamboukou, 47–71. London: Sage Publications.
   Google Scholar
• Stracke, Elke, and Vijay Kumar. 2010. “Feedback and Self-Regulated Learning: Insights from Supervisors’ and PhD Examiners’ Reports.” Reflective Practice 11 (1): 19–32.
   Google Scholar
• Wang, Ting, and Linda Y. Li. 2011. “‘Tell Me What to Do’ Vs. ‘Guide Me Through it’: Feedback Experiences of International Doctoral Students.” Active Learning in Higher Education 12 (2): 101–112.
   Google Scholar
• Wellington, Jerry. 2013. “Searching for ‘Doctorateness’.” Studies in Higher Education 38 (10): 1490–1503.
   Web of Science ®Google Scholar
• Wellington, Jerry, and Pat Sikes. 2006. “‘A Doctorate in a Tight Compartment’: Why do Students Choose a Professional Doctorate and What Impact Does it Have on Their Personal and Professional Lives?” Studies in Higher Education 31 (6): 723–734.
   Web of Science ®Google Scholar
• Wenger, Etienne. 1998. Communities of Practice: Learning, Meaning and Identity. New York: Cambridge University Press.
   Google Scholar
• Wildy, Helen, Sanna Peden, and Karyn Chan. 2015. “The Rise of Professional Doctorates: Case Studies of the Doctorate in Education in China, Iceland and Australia.” Studies in Higher Education 40 (5): 761–774.
   Web of Science ®Google Scholar
• Winstone, Naomi E., Robert A. Nash, James Rowntree, and Michael Parker. 2017. “‘It’d Be Useful, But I Wouldn’t Use it’: Barriers to University Students’ Feedback Seeking and Recipience.” Studies in Higher Education 42 (11): 2026–2041.
   Web of Science ®Google Scholar