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A Qualitative Study of Doctoral Students' Experiences with Written Supervisory Feedback

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Title: A Qualitative Study of Doctoral Students' Experiences with Written Supervisory Feedback
Language: English
Authors: Prashneel Ravisan Goundar (ORCID 0000-0003-2267-9862), Nushrat Azam, Lia Bogitini, Ravnil Narayan, Kaushal Neelam Devi
Source: Policy Futures in Education. 2026 24(3):420-435.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Doctoral Students, Supervision, Feedback (Response), Written Language, Expectation, Anxiety, Coping, Barriers, Supervisors, Role
DOI: 10.1177/14782103251381547
ISSN: 1478-2103
Abstract: In doctoral programs, supervisory feedback serves as a central mechanism for academic development, guiding students towards producing a thesis that meets the scholarly standards required for successful examination. However, the process of interpreting and applying this feedback is not straightforward. The language of feedback -- tone, clarity, and specificity -- plays a significant role in how students engage with supervisors' comments. For candidates, particularly those navigating complex research projects at the master's or doctoral level, understanding and responding effectively to feedback are both cognitive and emotional tasks that demand strategic thinking, resilience, and communication skills. This study draws on insights from five doctoral candidates in addressing written supervision feedback during their candidature. Using a qualitative research design, an online questionnaire was administered to evaluate each candidate's experience. The common themes identified in this study include (1) divergence between feedback expectations and reality, (2) managing anxiety, (3) challenges in addressing feedback, and (4) the structure of written feedback. Discussions bring to light the common strategies used by the five doctoral candidates in addressing feedback, and factors that motivated them while working on written feedback.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502826
Database: ERIC
FullText Text:
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  Data: A Qualitative Study of Doctoral Students' Experiences with Written Supervisory Feedback
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  Data: <searchLink fieldCode="AR" term="%22Prashneel+Ravisan+Goundar%22">Prashneel Ravisan Goundar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2267-9862">0000-0003-2267-9862</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nushrat+Azam%22">Nushrat Azam</searchLink><br /><searchLink fieldCode="AR" term="%22Lia+Bogitini%22">Lia Bogitini</searchLink><br /><searchLink fieldCode="AR" term="%22Ravnil+Narayan%22">Ravnil Narayan</searchLink><br /><searchLink fieldCode="AR" term="%22Kaushal+Neelam+Devi%22">Kaushal Neelam Devi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Policy+Futures+in+Education%22"><i>Policy Futures in Education</i></searchLink>. 2026 24(3):420-435.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisors%22">Supervisors</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink>
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  Data: 10.1177/14782103251381547
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  Data: 1478-2103
– Name: Abstract
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  Group: Ab
  Data: In doctoral programs, supervisory feedback serves as a central mechanism for academic development, guiding students towards producing a thesis that meets the scholarly standards required for successful examination. However, the process of interpreting and applying this feedback is not straightforward. The language of feedback -- tone, clarity, and specificity -- plays a significant role in how students engage with supervisors' comments. For candidates, particularly those navigating complex research projects at the master's or doctoral level, understanding and responding effectively to feedback are both cognitive and emotional tasks that demand strategic thinking, resilience, and communication skills. This study draws on insights from five doctoral candidates in addressing written supervision feedback during their candidature. Using a qualitative research design, an online questionnaire was administered to evaluate each candidate's experience. The common themes identified in this study include (1) divergence between feedback expectations and reality, (2) managing anxiety, (3) challenges in addressing feedback, and (4) the structure of written feedback. Discussions bring to light the common strategies used by the five doctoral candidates in addressing feedback, and factors that motivated them while working on written feedback.
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1502826
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      – Text: English
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        Type: general
      – SubjectFull: Supervision
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Written Language
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      – SubjectFull: Expectation
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      – SubjectFull: Supervisors
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