Nguyen2024

From emcawiki
Jump to: navigation, search
Nguyen2024
BibType ARTICLE
Key Nguyen2024
Author(s) Ngoc Thi Bich Nguyen, Ilana Mushin
Title Understanding equivocal feedback in PhD supervision meetings: a conversation analysis approach
Editor(s)
Tag(s) EMCA, Conversation analysis, PhD supervision meeting, Equivocal feedback, Early and late stages of candidature
Publisher
Year 2025
Language English
City
Month
Journal Teaching in Higher Education
Volume 29
Number 6
Pages 1537-1553
URL Link
DOI 10.1080/13562517.2022.2068348
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

A significant proportion of the teaching and learning in PhD programs is conducted independently by the candidate under the supervision of one or more supervisors. Supervisors and students are usually expected to meet regularly to ensure that students are on track to produce a dissertation as independent researchers. Yet few studies to date examine how teaching and learning within supervision meetings is interactionally achieved. In this paper we use a conversation analysis approach to study how supervisors formulate their student-solicited feedback. Specifically, we show that equivocation in giving feedback serves a pedagogical purpose that balances competition between the institutional goals of teaching with the expectations that PhD students should already be competent researchers. While supervisors provided equivocal feedback in both early and late stages of candidature, we show here how the nature of this feedback changes, showing the sensitivities of supervisors to the developing capacities of their supervisees.

Notes