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Moulding from the Margins: Unveiling Postgraduate Supervisors' Socialisation Attempts via Written Feedback

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Title: Moulding from the Margins: Unveiling Postgraduate Supervisors' Socialisation Attempts via Written Feedback
Language: English
Authors: Charlotte Fofo Lomotey (ORCID 0000-0003-4675-3406), Emmanuel Lauren Oblie (ORCID 0000-0003-2464-1462)
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Supervision, Supervisors, Supervisor Supervisee Relationship, Feedback (Response), Written Language, Theses, Foreign Countries, Student Evaluation, Evaluation Criteria, Discourse Communities
Geographic Terms: Ghana
DOI: 10.1007/s44217-025-00757-3
ISSN: 2731-5525
Abstract: Supervisory feedback on theses is central in the socialisation of students into the literacy and philosophical customs and ideals of their disciplines. However, available literature suggests that while abundant anecdotal and perceptual evidence exists about the nature of written supervisory feedback and the rationale for its provision, information on the actual kinds of written feedback university supervisors provide and how the comments scaffold students' progression on their writing is inadequate. This study therefore examined the written feedback provided by thesis supervisors at the postgraduate level in a Ghanaian university. Adopting the Sociocultural Theory within a qualitative content analysis method, comments provided on fifty-five (55) chapters of master's students' thesis drafts conveniently sampled from three (3) faculties of a public university were analysed for their focus. The results reveal that the supervisors' feedback focus on content knowledge, genre knowledge, cohesion, and linguistic accuracy and appropriateness. The findings imply that supervisors need to develop the adequate knowledge of the subject matter and employ appropriate tone and style in the provision of feedback in order to provide appropriate support for the transitioning of their supervisees from novice to experienced writers within academic discourse communities.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481934
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s44217-025-00757-3
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  Data: Supervisory feedback on theses is central in the socialisation of students into the literacy and philosophical customs and ideals of their disciplines. However, available literature suggests that while abundant anecdotal and perceptual evidence exists about the nature of written supervisory feedback and the rationale for its provision, information on the actual kinds of written feedback university supervisors provide and how the comments scaffold students' progression on their writing is inadequate. This study therefore examined the written feedback provided by thesis supervisors at the postgraduate level in a Ghanaian university. Adopting the Sociocultural Theory within a qualitative content analysis method, comments provided on fifty-five (55) chapters of master's students' thesis drafts conveniently sampled from three (3) faculties of a public university were analysed for their focus. The results reveal that the supervisors' feedback focus on content knowledge, genre knowledge, cohesion, and linguistic accuracy and appropriateness. The findings imply that supervisors need to develop the adequate knowledge of the subject matter and employ appropriate tone and style in the provision of feedback in order to provide appropriate support for the transitioning of their supervisees from novice to experienced writers within academic discourse communities.
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