Lessons of Feedback in Higher Education in Sweden
(2018) LTHs 10:e Pedagogiska Inspirationskonferens In Pedagogiska inspirationskonferensen LTH 10.- Abstract
- Lessons learned in the feedback process are a
two-sided coin that ultimately guide the PhD candidate
towards becoming an independent researcher as well as
educating “reader/docents” in their role as supervisor.
Building on a brief literature review, observations from 14
interviewed PhD candidates were reflected upon and these are
the suggested lessons learned. The study’s preliminary findings
suggest that feedback is most productive when it is organized,
systematic, and tends to offer guidance rather than direct
instruction. Perhaps of greatest significance is the need to have
consistent dialogue about the feedback’s form and content
between student and supervisor(s).
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/4b59fe86-409a-4675-8880-03198d78874d
- author
- Persson, Peter LU ; Marr, Stephen ; Hjort, Klas LU ; Rana, Arun and Mendoza, Alfredo LU
- organization
- publishing date
- 2018-12-06
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- feedback, higher education, PhD education, supervision, pedagogy
- categories
- Higher Education
- host publication
- 10:e Pedagogiska Inspirationskonferensen 2018
- series title
- Pedagogiska inspirationskonferensen LTH
- volume
- 10
- pages
- 4 pages
- publisher
- Lund University
- conference name
- LTHs 10:e Pedagogiska Inspirationskonferens
- conference location
- Lund, Sweden
- conference dates
- 2018-12-06 - 2018-12-06
- ISSN
- 2003-377X
- 2003-3761
- language
- English
- LU publication?
- yes
- id
- 4b59fe86-409a-4675-8880-03198d78874d
- alternative location
- https://www.lth.se/fileadmin/lth/genombrottet/konferens2018/E2_Persson_etal.pdf
- date added to LUP
- 2018-12-28 10:36:14
- date last changed
- 2022-12-05 14:20:19
@inproceedings{4b59fe86-409a-4675-8880-03198d78874d, abstract = {{Lessons learned in the feedback process are a<br/>two-sided coin that ultimately guide the PhD candidate<br/>towards becoming an independent researcher as well as<br/>educating “reader/docents” in their role as supervisor.<br/>Building on a brief literature review, observations from 14<br/>interviewed PhD candidates were reflected upon and these are<br/>the suggested lessons learned. The study’s preliminary findings<br/>suggest that feedback is most productive when it is organized,<br/>systematic, and tends to offer guidance rather than direct<br/>instruction. Perhaps of greatest significance is the need to have<br/>consistent dialogue about the feedback’s form and content<br/>between student and supervisor(s).}}, author = {{Persson, Peter and Marr, Stephen and Hjort, Klas and Rana, Arun and Mendoza, Alfredo}}, booktitle = {{10:e Pedagogiska Inspirationskonferensen 2018}}, issn = {{2003-377X}}, keywords = {{feedback; higher education; PhD education; supervision; pedagogy}}, language = {{eng}}, month = {{12}}, publisher = {{Lund University}}, series = {{Pedagogiska inspirationskonferensen LTH}}, title = {{Lessons of Feedback in Higher Education in Sweden}}, url = {{https://www.lth.se/fileadmin/lth/genombrottet/konferens2018/E2_Persson_etal.pdf}}, volume = {{10}}, year = {{2018}}, }