Understanding equivocal feedback in PhD supervision meetings: a conversation analysis approach

References

• Abiddin, Norhsni Zainal, and Mel West. 2007. “Effective Meeting in Graduate Research Student Supervision.” Journal of Social Sciences 3 (1): 27–35.
   Google Scholar
• Ali, Johar, Hazir Ullah, and Noor Sanauddin. 2019. “Postgraduate Research Supervision: Exploring the Lived Experience of Pakistani Postgraduate Students.” FWU Journal of Social Sciences 13 (1): 14–25.
   Web of Science ®Google Scholar
• Baseer, Najma, Usman Mahboob, and James Degnan. 2017. “Micro-Feedback Training:Learning the Art of Effective Feedback.” Pakistan Journal of Medical Sciences 33 (6): 1525–1527. doi:10.12669/pjms.336.13721.
   PubMed Web of Science ®Google Scholar
• Basturkmen, Helen, Martin East, and 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): 432–445. doi:10.1080/13562517.2012.752728.
   Web of Science ®Google Scholar
• Bruce, Christine, and Ian Stoodley. 2013. “Experiencing Higher Degree Research Supervision as Teaching.” Studies in Higher Education 38 (2): 226–241. doi:10.1080/03075079.2011.576338.
   Web of Science ®Google Scholar
• Chugh, R., S. Macht, and B. Harreveld. 2021. “Supervisory Feedback to Postgraduate Research Students: A Literature Review.” Assessment and Evaluation in Higher Education. doi:10.1080/02602938.2021.1955241.
   Web of Science ®Google Scholar
• Delamont, Sara, Paul Atkinson, Odette Parry, and London Society for Research into Higher Education Ltd. 1997. Supervising the PhD: A Guide to Success. Bristol, PA: Society for Research into Higher Education.
   Google Scholar
• Delamont, Sara, Odette Parry, and Paul Atkinson. 1998. “Creating a Delicate Balance: The Doctoral Supervisor's Dilemmas.” Teaching in Higher Education 3 (2): 157–172. doi:10.1080/1356215980030203.
   Google Scholar
• Drew, Paul, and John Heritage. 1992. Talk at Work: Interaction in Institutional Settings. Cambridge. Cambridge University Press.
   Google Scholar
• Etehadieh, Elaheh, and Johanna Rendle-Short. 2016. “Intersubjectivity or Preference: Interpreting Student Pauses in Supervisory Meetings.” Australian Journal of Linguistics 36 (2): 172–188. doi:10.1080/07268602.2015.1121529.
   Web of Science ®Google Scholar
• Feather, Denis, and Kathryn Elizabeth McDermott. 2014. “The Role of New Doctoral Supervisors in Higher Education - A Reflective View of Literature and Experience Using Two Case Studies.” Research in Post-Compulsory Education 19 (2): 165–176. doi:10.1080/13596748.2014.897506.
   Google Scholar
• Harris, Ann Shelby, Benita Bruster, Barbara Paterson, and Tammy Shutt. 2010. Examining and Facilitating Reflection to Improve Professional Practice. Blue Ridge Summit, USA: Rowman & Littlefield Publishers.
   Google Scholar
• He, Agnes Weiyun. 1994. “Withholding Academic Advice: Institutional Context and Discourse Practice.” Discourse Processes 18 (3): 297–316. doi:10.1080/01638539409544897.
   Web of Science ®Google Scholar
• Hepburn, Alexa, and Galina B. Bolden. 2017. Transcribing for Social Research. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Heritage, John. 2012. “Epistemics in Conversation.” In The Handbook of Conversation Analysis, edited by Jack Sidnell and Tanya Stivers, 370–394. John Wiley & Sons.
   Google Scholar
• Heritage, John, and Steven Clayman. 2010. Talk in Action : Interactions, Identities, and Institutions. Wiley-Blackwell.
   Google Scholar
• Hill, Geof. 2002. “Promoting Congruence between the Inquiry Paradigm and the Associated Practices of Higher Degree Research.” Professional Doctorate thesis, Queensland University of Technology.
   Google Scholar
• Hodgson, David. 2020. “Helping Doctoral Students Understand PhD Thesis Examination Expectations: A Framework and a Tool for Supervision.” Active Learning in Higher Education 21 (1): 51–63. doi:10.1177/1469787417742020.
   Web of Science ®Google Scholar
• Hutchby, I., and R. Wooffitt. 2008. Conversation Analysis. Polity: Cambridge.
   Google Scholar
• Keating, E., and A. W. He. 1991. “Counselor and Student at Talk: A Case Study.” Issues in Applied Linguistics 2 (2).
   Google Scholar
• Kiley, Margaret. 2019. “Doctoral Supervisory Quality from the Perspective of Senior Academic Managers.” The Australian Universities’ Review 61 (1): 12–21.
   Web of Science ®Google Scholar
• Kyvik, Svein. 2014. “Assessment Procedures of Norwegian PhD Theses as Viewed by Examiners from the USA, the UK and Sweden.” Assessment & Evaluation in Higher Education 39 (2): 140–153. doi:10.1080/02602938.2013.798395.
   Web of Science ®Google Scholar
• Lindsay, Siân. 2015. “What Works for Doctoral Students in Completing Their Thesis?” Teaching in Higher Education 20 (2): 183–196. doi:10.1080/13562517.2014.974025.
   Web of Science ®Google Scholar
• Manathunga, Catherine. 2005. “Early Warning Signs in Postgraduate Research Education: A Different Approach to Ensuring Timely Completions.” Teaching in Higher Education 10 (2): 219–233.
   Web of Science ®Google Scholar
• Manathunga, Catherine, and Justine Goozée. 2007. “Challenging the Dual Assumption of the ‘Always/Already’ Autonomous Student and Effective Supervisor.” Teaching in Higher Education 12 (3): 309–322. doi:10.1080/13562510701278658.
   Web of Science ®Google Scholar
• Masek, A., and M. Alias. 2020. “A Review of Effective Doctoral Supervision: What Is It and How Can We Achieve It?” Universal Journal of Educational Research 8 (6): 2493–2500. doi:10.13189/ujer.2020.080633.
   Google Scholar
• McAlpine, Lynn, and Judith Norton. 2006. “Reframing our Approach to Doctoral Programs: An Integrative Framework for Action and Research.” Higher Education Research & Development 25 (1): 3–17. doi:10.1080/07294360500453012.
   Google Scholar
• McDonald, David A. 2017. “PhD Supervisors: Invest More Time.” Nature 545 (7653): 158–158. doi:10.1038/545158b.
   PubMed Web of Science ®Google Scholar
• Mehta, Devang, and Konstantinos Vavitsas. 2017. “PhD Supervisors: Be Better Mentors.” Nature 545 (7653): 158–158. doi:10.1038/545158a.
   PubMed Web of Science ®Google Scholar
• Nguyen, T.B Ngoc. 2016. “Pedagogical Practices in PhD Supervision Meetings from a Conversation Analytic Perspective.” Doctor of Philosophy PhD Thesis, School of Languages and Cultures, University of Queensland.
   Google Scholar
• Odena, Oscar, and Hilary Burgess. 2017. “How Doctoral Students and Graduates Describe Facilitating Experiences and Strategies for Their Thesis Writing Learning Process: A Qualitative Approach.” Studies in Higher Education (Dorchester-on-Thames) 42 (3): 572–590. doi:10.1080/03075079.2015.1063598.
   Web of Science ®Google Scholar
• Orellana, Martha L., Antònia Darder, Adolfina Pérez, and Jesús Salinas. 2016. “Improving Doctoral Success by Matching PhD Students with Supervisors.” International Journal of Doctoral Studies 11: 087–103. doi:10.28945/3404.
   Google Scholar
• Overall, Nickola C., Kelsey L. Deane, and Elizabeth R. Peterson. 2011. “Promoting Doctoral Students’ Research Self-Efficacy: Combining Academic Guidance with Autonomy Support.” Higher Education Research & Development 30 (6): 791–805. doi:10.1080/07294360.2010.535508.
   Web of Science ®Google Scholar
• Park, Chris. 2005. New Variant PhD: The Changing Nature of the Doctorate in the UK 27: 189–207.
   Google Scholar
• Päuler-Kuppinger, Lena, and Regina Jucks. 2017. “Perspectives on Teaching: Conceptions of Teaching and Epistemological Beliefs of University Academics and Students in Different Domains.” Active Learning in Higher Education 18 (1): 63–76. doi:10.1177/1469787417693507.
   Web of Science ®Google Scholar
• Petre, Marian, and Gordon Rugg. 2010. The Unwritten Rules of PhD Research. Vol. 2nd. Maidenhead, England: Open University Press.
   Google Scholar
• Pyhältö, Kirsi, Jenna Vekkaila, and Jenni Keskinen. 2015. “Fit Matters in the Supervisory Relationship: Doctoral Students and Supervisors Perceptions About the Supervisory Activities.” Innovations in Education and Teaching International 52 (1): 4–16. doi:10.1080/14703297.2014.981836.
   Web of Science ®Google Scholar
• Schegloff, Emanuel A., and Gene H. Lerner. 2009. “Beginning to Respond: Well-Prefaced Responses to Wh-Questions.” Research on Language & Social Interaction 42 (2): 91–115. doi:10.1080/08351810902864511.
   Web of Science ®Google Scholar
• Sidnell, Jack, and Tanya Stivers. 2013. The Handbook of Conversation Analysis. Wiley-Blackwell, a John Wiley and Sons, Ltd., Publication.
   Google Scholar
• Ta, Thanh. 2021. A Conversation Analytical Study of Story-Openings in Advice-Giving Episodes in Doctoral Research Supervision Meetings 23: 213–230.
   Google Scholar
• Ta, Binh, and Anna Filipi. 2020. “Storytelling as a Resource for Pursuing Understanding and Agreement in Doctoral Research Supervision Meetings.” Journal of pragmatics 165: 4–17.
   Web of Science ®Google Scholar
• Vehviläinen, Sanna. 2003. “Avoiding Providing Solutions: Orienting to the Ideal of Students’ Self-Directedness in Counselling Interaction.” Discourse Studies 5 (3): 389–414. doi:10.1177/14614456030053005.
   Web of Science ®Google Scholar
• Vehviläinen, Sanna. 2009. “Problems in the Research Problem: Critical Feedback and Resistance in Academic Supervision.” Scandinavian Journal of Educational Research 53 (2): 185–201. doi:10.1080/00313830902757592.
   Web of Science ®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. doi:10.1177/1469787411402438.
   Google Scholar
• Wisker, Gina, Gillian Robinson, Vernon Trafford, Emma Creighton, and Mark Warnes. 2003. “Recognising and Overcoming Dissonance in Postgraduate Student Research.” Studies in Higher Education 28 (1): 91–105. doi:10.1080/03075070309304.
   Web of Science ®Google Scholar